Getting to the Core
Eighth Grade ELA Unit 3: Style
SAUSD Fall 2014-2015
Getting to the Core
Eighth Grade ELA Unit 4: Style
Unit Narrative
Style—A Writer’s Toolbox
The stories and poems in this unit display a rich variety of literary devices that talented
writers draw upon to make words and images come alive in the minds of readers. It is
inherently important for students to first understand two key factors before delving into
any performance tasks. First, students are going to have to understand what style is and
why authors use style to enhance other literary elements that they’ve already studied this
year (plot, character, setting). Secondly, students will need to recognize the difference
between literal statements and figurative ones. Students will be challenged to see the text
from different perspectives and this is not an easy feat. From these two critical stages,
students will analyze different types of “literary devices” and examples of “figurative
language” to be able to articulate how these literary tools help create a writer’s sense of
fictional style. Each text selection in the unit helps show how literary devices help to
characterize a writer’s style (as serious, humorous, sad, etc.). The culminating performance
task will be a “museum display” which analyzes an author’s writing style using evidence
from text as argumentative support.
Table of Contents
Contents
Pages
Style - Unit Overview
Unit Plan
Lesson 1: Introducing Style
Resource 1.1 Circle Map on Style and Exemplar
Resource 1.1A Style Sentence Stems
Resource 1.2 Pictures of Style
Resource 1.3 Style Tree Map
Resource 1.4 Text – “What is Style?”
Resource 1.5 Text Dependent Questions for “What is Style?” and Answer Key
Resource 1.6 Cornell Notes Blank Form
Resource 1.7 Collaborative Annotation Chart
Resource 1.8 Academic Summary Template
Lesson 2: Video Biographies
Resource 2.1 Viewing with a Focus
Lesson 3: “The Tell-Tale Heart”
Resource 3.1 Figures of Speech Pre-Assessment
Resource 3.2 Literary Devices Expert Groups
Resource 3.3 “The Tell Tale Heart” Jigsaw Activity
Resource 3.4A Text Dependent Questions for “The Tell-Tale Heart”
Resource 3.4B Reader Response Journal with Example
Resource 3.5 Vocabulary Notebook
Resource 3.5A The Freyer Model
Resource 3.6 Auxiliary Photos for Vocabulary Notebook
Resource 3.7 Reader Response Paragraph
Lesson 4: The Landlady
Resource 4.1 Quickwrite
Resource 4.2 Text Excerpts from “The Landlady”
Resource 4.3 Reader Response Journal
Resource 4.4 Reader Response Paragraph
Resource 4.5 Vocabulary Notebook
Resource 4.6 Double Bubble Map Exemplar
Resource 4.7 Compare and Contrast Paragraph Prompt and Rubric
Resource 4.8 Compare/Contrast Paragraph Frame
Resource 4.8 Compare/Contrast Sentence Frames
Resource 4.9 Compare/Contrast Essay Structure
Resource 4.10 SAUSD 6 Point Writing Rubric
Lesson 5: Museum Exhibit Assessment
Resource 5.1 Shared Pictorial Observation
Resource 5.2 Text – Great Museum Exhibit Design and Annotated Exemplar
Resource 5.2A Skim and Scan Organizer
Resource 5.3 Dyad Sharing Guidelines
Resource 5.4 Assessment Prompt and Rubric
Resource 5.5 Analysis of Evidence
Resource 5.6 Justification Exemplar
Resource 5.7 ABC Prewriting Exemplar
Resource 5.8 Higher Order Thinking Skills Question Templates
Appendix of Strategies
1-6
7-11
12-13
14
15-21
22-23
24-25
26-27
28-29
30-31
32
33-35
36-37
38-42
43
44-45
46-47
48-49
50
51
52-53
54
55
56-62
63
64
65
66
67
68
69-70
71
72
73-77
78
79-84
85-88
89-90
91
92
93-94
95
96
97-99
100-102
103-133
Santa Ana Unified School District Common Core Unit Planner-Literacy
Unit Title:
Style
Grade
Level/Course:
Big Idea:
Performance
Assessment
Essential
Questions:
8th Grade ELA
Time Frame: 10-14 Days
Big Idea: Style is the convergence of several factors producing an ultimate outcome.
Mock Museum Exhibit- Exhibit will demonstrate understanding of writer’s style and the effects upon the reader. The exhibit will
include evidence from both written texts and video sources, as well as an argumentative justification.
What elements converge to form a writer’s style and how does each play a unique role?
What are some ways that readers can deconstruct literary style?
How does an author’s background contribute to his/her writing style?
Instructional Activities: Activities/Tasks
Lesson 2: Intro to Writer’s Style
Lesson1: Intro to Writer’s Style
Complex Text: “Profile of the Author” and “Perspectives”
(video clips)
Complex Text: “What is Style?”
Read 1
Read 2
Formative Assessment
Read 1
Read 2
Formative Assessment
Activity: Textdependent questions
Activity: Cornell
Notes
Activity: Academic
Summary
Activity: Viewing
with a Focus
Activity: Cornell
Notes
Activity: Extended
Understanding
Paragraph
Lesson 3: Intro to Writer’s Style
Lesson 4: The Landlady
Complex Text: “The Tell-Tale Heart”
Complex Text: “What is Style?”
Read 1
Read 2
Formative Assessment
Read 1
Read 2
Formative Assessment
Activity: Textdependent questions
Activity: Reader’s
Response Journal
Activity:
Argumentative
Paragraph
Activity: Reader’s
Response Journal
Activity: Double –
Bubble exemplar
Activity: Compare
and Contrast Essay
1
Lesson 5: Summative Assessment-Museum Exhibit Design
Complex Text: “Shared Pictorial Observations” and “Top 10 Tips to Great Museum Exhibit Design”
Step 1
Step 2
Activity: Shared Pictorial Observations
Activity: Dyad Share on “Top 10 Tips for
Great Museum Exhibit Design”
Step 3
Activity: Create a museum exhibit (Tree Map,
ABC process, Analysis of evidence form)
Learning and Innovation:
21st Century
Skills:
Critical Thinking & Problem Solving
Creativity & Innovation
Information, Media and Technology:
Information Literacy
Essential
Academic
Language:
Communication & Collaboration
Media Literacy
Information, Communications & Technology Literacy
Tier II:
Tier III:
word choice, factors, contribution, influences,
expression, trends/patterns, genre, acute, vexed,
sagacity, wary, suavity, audacity, gesticulations,
derision, vehemently, British, identify, analyze, Mad,
dachshund, trifle, hearth, lapsed, clever, brisk,
congenial, rapacious, tantalize, blemish
figurative language, simile, metaphor, literary devices, irony, imagery,
metaphor, repetition, irony, figurative language, mood, tone, style, imagery,
symbolism, style, author’s background, mood, simile, personification
What pre-assessment will be given?
Students will be assessed on their knowledge of figurative language before Lesson 3,
which examines Edgar Allen Poe’s Writing Style.
How will pre-assessment guide instruction?
Considering both simile and metaphor should have been taught extensively before
8th grade, students should be comfortable identifying and interpreting their
meanings. If the pre-assessment shows otherwise, teachers will need to reintroduce
the terms with considerable amounts of practice.
Standards
Common Core Learning Standards Taught and Assessed (include
one or more standards for one or more of the areas below. Please
write out the complete text for the standard(s) you include.)
Assessment of Standards (include formative and summative)
What assessment(s) will be What does the assessment tell us?
utilized for this unit?
(Include the types of both
formative assessments (F) that
will be used throughout the
unit to inform your instruction
and the summative
assessments (S) that will
demonstrate student mastery
of the standards.)
2
Bundled Reading Literature Standard(s):
Text Dependent Questions (F)
RL.8.2 Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
Text dependent questions show us the extent
to which students are able to analyze texts by
identifying the author’s style and connecting
the text to the essential questions and big
ideas.
RL.8.4 Determine the meaning of words and phrases as they are used in a text,
including the figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.
Reader’s Response Journals (F)
The Reader’s Response Journal shows us
students’ ability to identify figures of speech,
interpret their contextual meaning, and explain
how these elements contribute to the author’s
style.
RL.8.1. Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Museum Display (S)
This assessment will show students’ ability to
synthesize, interpret, analyze, and comment
upon cited evidence.
Cornell Notes show students’ ability to collect
pertinent information from expository texts,
and biographical information videos.
Bundled Reading Informational Text Standard(s):
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
Cornell Notes (F)
RI.8.2 Determine a central idea of a text and analyze its development over the
course of the text including its relationship to support ideas; provide an objective
summary of the text.
Text Dependent Questions (F)
RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
Viewing with a Focus (F)
RI.8.4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other
texts.
Museum Display (S)
Students’ show ability to synthesize, interpret,
analyze, and comment upon collected
evidence.
Bundled Writing Standard(s):
Expository Summary (F)
The expository summary will show students’
ability to synthesize and collected evidence
from informative and literary texts. It will
show their ability to paraphrase the topic, state
key details, and determine the “so what” or
meaning intended through the author’s
message or purpose.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
a. Introduce a topic or thesis statement; organize ideas, concepts, and information,
using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
Text dependent questions show a students’
ability to cite evidence, summarize events and
apply their learning to the essential questions
of the unit.
Students will show how the authors of these
video clips use evidence to support the view
that both Poe and Dahl have a mysterious
writing style.
3
other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or
explanation presented.
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
Response Journal Summaries (F)
Museum Display (S)
The response journals show the students’
ability to synthesize, interpret, analyze, and
comment upon collected evidence.
The museum display will synthesize
information from the entire unit to support the
students’ claim about an author’s style.
Students will cite evidence from the various
texts to validate their claim and solidify their
argument.
W.8.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
W.8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been addressed.
W.8.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Bundled Speaking and Listening Standard(s):
Pair-Share (Lesson 1) (F)
Pair-Share provides “think time” for
students. It also allows students to talk over
new ideas, and make sense of those new ideas
in terms of their prior knowledge. Students’
misunderstandings about the topic are often
revealed and resolved during the discussion
state. Additionally, students are more willing
to participate since they don’t feel the peer
pressure involved in responding in front of the
whole class. Think-Pair-Share provides
opportunities to bridge concepts as well as
schema build for English Learners.
Three-Step Interview (Lesson 2)
(F)
Three-Step Interview allows students to
engage in conversation for the purpose of
analyzing and synthesizing new information.
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
a.
b.
c.
d.
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Jigsaw (Lesson 3) (F)
Jigsaw learning allows students to be
introduced to material and yet maintain a high
4
level of personal responsibility. The purpose
of Jigsaw is to develop teamwork and
cooperative learning skills within all students.
In addition, it helps develop a depth of
knowledge not possible if the students were to
try and learn all of the material on their own.
Finally, because students are required to
present their findings to the home group,
Jigsaw learning will often disclose a student’s
own understanding of a concept as well as
reveal any misunderstandings.
Elbow Partner w/ Reader
Response Journal (Lesson 3) (F)
Save the Last Word (Lesson 4)
(F)
Bundled Language Standard(s):
L.8.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.
Students will complete the Reader Response
Journal with an elbow partner in order to
clarify understanding of the material being
explored.
Save the Last Word is used after reading to
improve comprehension. It will support
students’ interaction with the text while
promoting reading comprehension. It also
allows students to clarify and deepen thinking
about the content.
Inside-Outside Circle Sharing
(Lesson 4) (F)
The purpose of Inside-Outside Circle is to
promote practice with key content concepts
and develop oral language. This can also be
done as a Conga Line, with two lines of
students facing each other. This strategy
provides for practice in oral communication
Dyad Share (Lesson 5) (F)
In a dyad share, students share their answers
to questions, listen to their partners, then agree
or disagree with their partner and add to the
discussion something that the partner didn’t
bring up.
Response Journals (F)
Students will show their ability to identify and
interpret figures of speech found in literary
texts.
5
Complex Texts to be used
Resources/
Materials:
Interdisciplinary
Connections:
Differentiated
Instruction:
Informational Text(s) Titles:
“What is Style” (Resource 1.4)
Literature Titles:
“The Tell Tale Heart”, by Edgar Allen Poe (pp. 353-362 in Holt Second Course)
“The Landlady”, by Roald Dahl (pp. 61-70 in Holt Second Course)
Media/Technology:
“Profile of the Author” (video clip), and “Perspectives” (video clip) both clips can be found at this link http://www.sausd.us/Page/22743
Other Materials: Computer, document camera, and projector
Science (Taxidermy)
Social Studies (Psychology)
Based on desired student outcomes, what instructional variation
will be used to address the needs of English Learners by language
proficiency level?
Based on desired student outcomes, what instructional variation
will be used to address the needs of students with special needs,
including gifted and talented?
All EL’s: Sentence stems, homogeneous grouping and heterogeneous
grouping (depending on the purpose), and collaborative activities that
give students increased opportunities to use language in an academic
manner.
Special Needs: Additional texts for and about Edgar Allen Poe can be
found in the Interactive Reader to support more analysis of the author’s
style.
“The Bells”, page 205 and “Beyond the Grave”, page 211, and “A
Dream Within a Dream”, page 216.
.
Intermediate and below: Additional texts for and about Edgar Allen Poe
can be found in the Interactive Reader to support more analysis of the
author’s style.
“The Bells”, page 205 and “Beyond the Grave”, page 211, and “A
Dream Within a Dream”, page 216.
Sentence stems, leveled grouping, collaborative activities that give
students increased opportunities to use language in an academic
manner.
GATE: HOT Questions; Think Like a Museum Director
Students can research additional biographical information on Poe and
Dahl, including reading Dahl’s autobiography Boy.
Companion text to “The Tell-Tale Heart” could be “The Pit and the
Pendulum” to further study on Poe’s style (Follow this link for the text
http://www.sausd.us/Page/22743)
Use of Frame activity with literary texts
6
SAUSD Common Core Lesson Planner
Teacher:
Unit: 4 Style Grade Level/Course: Duration: 3 days
8th Grade ELA
Lesson 1
Date:
Big Idea: Style is the convergence of several factors that produce an ultimate outcome.
Essential Question: What elements converge to form a writer’s style and how does each play a unique
role?
Content Standards:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
Common
Core
Standards
RI.8.2 Determine a central idea of a text and analyze its development over the course of the
text including its relationship to support ideas; provide an objective summary of the text.
W.8.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Materials &
Resources/
Lesson
Preparation
1.1 Circle Map Resource
1.1A Sentence Stems
1.2 Pictures of Style
1.3 Tree Map
1.4 Style Article Resource
1.5 Text Dependent Questions Resource
1.6 Style Cornell Notes Resource
1.7 Collaborative Annotation Chart
1.8 Academic Summary Template
Writers Style PP http://www.sausd.us/Page/22743
Objectives
Depth of
Knowledge
Level
Content:
Students will demonstrate understanding
of “style” as a core concept by
recognizing and identifying key details
from a text and incorporate those details
into a set of Cornell Notes.
Language:
Students will utilize academic language and
content specific vocabulary pulled from the word
bank in their summary of learning.
Level 1: Recall
Level 2: Skill/Concept
Level 3: Strategic Thinking
Level 4: Extended Thinking
Demonstrating independence
College and
Career
Ready Skills
Responding to varying demands of
audience, task, purpose, and discipline
Building strong content knowledge
Valuing evidence
Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
SAUSD Common Core Lesson
7
TEACHER PROVIDES
SIMPLE EXPLANATION
STUDENTS
FIGURE OUT
THE MEANING
Academic Vocabulary
(Tier II & Tier III)
Common
Core
Instructional
Shifts
Pre-teaching
Considerations
Instruction
al Methods
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
•
•
•
•
•
•
•
•
•
•
•
Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO
WORDS WORTH KNOWING
UNDERSTANDING
style
• literary devices
• factors
concrete
• irony
• contribution
author’s
• imagery
• influences
background
• metaphor
• expression
abstract
• word choice
• trends/patterns
mood
• vehicle
• genre
convey
• symbol
appeal
• converge
vivid
• complex
ethnic
excerpt
This lesson includes Cornell Notes, however, if teachers survey students and discover that
this methodology has not been explicitly taught, teacher can use another note-taking
method, graphic organizer, or Thinking Map with a summary option to conclude the task.
Lesson Delivery
Check method(s) used in the lesson:
Modeling
Guided Practice
Independent Practice
Collaboration
Guided Inquiry
Reflection
Prior Knowledge, Context, and Motivation:
Students should have prior knowledge about figurative language and a writer’s style, but the
following lesson will serve to review the concept before the unit.
1. Circle Map (Resource 1.1)
Day 1
Lesson
Overview
2. Pictures of Style (Resource 1.2)
3. Style Tree Map (Resource 1.3)
Day 1
Body of the Preparing the Learner
1. Teacher presents the concept of STYLE by using a Circle
Lesson:
Map (Resource 1.1). This is provided as a resource/reminder
Activities/
for the teacher. The students should know how to create the
Questioning/
Circle Map on their own.
Tasks/
Strategies/
Technology/
Engagement
2. Teacher asks an opening question:
•
“What ideas come to mind when I say the word
STYLE?”
•
“Other than offering me a definition of STYLE, what
SAUSD Common Core Lesson
Differentiated
Instruction:
English Learners:
(5) Give students the
option of using
sentence stems for the
pair-share activity.
These stems could
sound like “When I
think of the style…”
or “To me style can be
seen in/through…” or
“People express their
8
objects/groups/people do you associate with STYLE?”
3. Teacher adds student ideas—teacher then models his/her
thinking by adding another idea or two to the list.
4. To spark further inquiry, teacher may show images related to
style (see Resource 1.2) and continue to add ideas to the
Circle Map.
5. Teacher allows students a few minutes to pair-share and jot
additional ideas down.
6. As facilitator, teacher allows students to share ideas that
they heard from partners as teacher documents ideas onto the
Circle Map.
7. After ideas are compiled as a class, teacher presents
different categories of real-world references that connect to
STYLE (Resource 1.3). Categories can include: art,
transportation, writing, fashion, music, food, lifestyles, and
entertainment.
style by…”
(10) See linguistic
scaffold for reviewing
key terminology
embedded in the
essential questions.
Accelerated Learners:
(10) To add depth and
complexity for gifted
learners, have students
utilize the Content
Imperatives that may
be embedded in each
essential question (i.e.
Origin/Convergence/
Contribution).
8. Students add these categories and synthesize the information
into a Tree Map (Resource 1.3).
9. The unit Big Idea and Essential Questions are then
presented by the teacher and displayed on large butcher
paper or a whiteboard to serve as a reference point for the
remainder of the unit. Students should add these to the
Frame of Reference on their Thinking Maps.
10. Once the Big Idea and Essential Questions are written,
provide a linguistic scaffold by discussing the key
vocabulary that is embedded within the questions. For
example, Essential Question #1 asks, “What elements
CONVERGE to form STYLE and which elements play a
unique ROLE?” The words in bold become essential for
student understanding and may require further discussion
and defining.
End Day 1
Day 2 Lesson Overview
1. “What is Style?” informational article (Resource 1.4)
2. “Style Cornell Notes” (Resource 1.6)
3. Text Dependent Questions (Resource 1.5)
4. Collaborative Annotation Chart (Resource 1.7)
5. Academic Summary (Resource 1.8)
Day 2
Interacting with the Text
Differentiated
Instruction:
English Learners:
(4) Prepare a teacher
copy to use on the
document camera to
demonstrate how
students
annotate/highlight.
Using the first
paragraph of the text,
provide a Think Aloud
while reading the text
and text dependent
questions. Model for
students what makes
an effective
annotation.
1. Distribute “What is Style?” informational article (Resource 1.4)
and “Style Cornell Notes” (Resource 1.6) handout to each
student. Teachers may want to allow students to have access to
SAUSD Common Core Lesson
9
highlighters or colored pens to mark/annotate the text.
2. Provide students with a purpose for reading the informational
article by stating the following reading prompt: “You’ve spent a
day exploring the broad concept of STYLE. Now, we’re going
to explore this very idea through the reading of “What is
Style?”, an informational article that helps define style as it
applies to literature.”
3. Students should read the article with their elbow partner
paragraph-by paragraph. At the end of each paragraph, students
should collaboratively discuss and answer the Text-Dependent
Questions (Resource 1.5).
4. Explain to students that these questions will help anchor and
guide HOW they should read the text and for WHAT purpose.
5. If necessary for your students, you may want to model how to
use the text dependent questions to annotate the text for specific
purposes. The goal is to help students realize that they’re not
just “highlighting” the text, but rather finding specific textual
evidence that answers the text dependent questions.
6. Facilitate a whole class collaborative conversation. Teachers
can use the text dependent questions to ensure students’
concrete understanding of style.
Day 3
Interacting with the Text
1. Second Read: Once students are finished reading and
annotating the text, prompt them to compile their vital
information/annotations onto their Cornell Notes using Cornell
Note format.
*If students are not familiar with this method of note-taking,
teachers may use another note-taking template, organizer or
Thinking Map such as the Collaborative Annotation Chart
(Resource 1.7A and B ). The goal is for students to delineate
between the MOST relevant information that answers the text
dependent questions.
Extending Understanding
2. End the day by prompting students to create an expository
summary of the informational text. Have students choose 3 of
the most vital pieces of information from their notes and place
them in order of importance.
STUDENT PROMPT: Choose at least 3 of the most critical
main ideas you read from the article. Now, place them in order of
importance. Write a professional paragraph in which you
SUMMARIZE this information. You should include at least 1 key
detail for each main idea you have chosen.
English
Learners/Special
Education Students:
(1) For EL or Special
Education students,
teachers may want to
utilize a summary
format frame that
contains sentence
starters to help
struggling writers
contextualize the
structure of an
effective summary
paragraph.
Accelerated
Learners:
(1) For GATE or high
functioning students,
teachers may want to
ask students to extend
their depth of analysis
in the summary
paragraph by
explaining how their 3
choices CONVERGE
to produce an author’s
purpose for use of
style. This allows
students to apply the
Content Imperatives to
their thinking and
writing.
3. You may choose to have students use the TPC Academic
Summary Template (Resource 1.8), which allows students to
choose academic language from the word banks.
SAUSD Common Core Lesson
10
Alternately, you may choose to use the frame below or, if your
students are more advanced, don’t give them a frame, but instead
challenge them to write the summary as if they were an English
professor at a university.
Summary Format Frame:
After reading the article,
_____________________________, I have found the following
3 pieces of information to be critical to understanding STYLE.
First, ____________________________________(main idea
#1). One key detail that helped me understand this key idea is
_____________________________________.
Secondly, _________________________________(main idea
#2). Another key detail in understanding the function of style is
____________________________________.
Lastly, ___________________________________(main idea
#3). The final key detail that assisted my understanding of style
is ________________________.___________.
After reading this article, I now understand that style (final
statement) ____________
____________________________________________________
_________________.
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes
SAUSD Common Core Lesson
11
Lesson 1
What is Style?
Resource 1.1
Circle Map Brainstorm
style
12
Lesson 1
Resource 1.1
Teacher Exemplar:
Essential Questions #2
What are some ways that
readers deconstruct literary
style?
• deconstruct=
Big Idea:
Essential Question #1
What elements
converge to form style
and how does each
play a unique role?
• converge=
• role=
Art
• painting
• sculpture
• photography
• visual
• color
Writing
• genres
• prose/poetry
• communication
• thoughts/feelings
Music
• genres
• instruments
• talent/ability
• sound
• emotion
style
Fashion
• clothing/shoes
• hairstyles
• body art
• piercings
Entertainment
Food
• tastes
• seasonings
• nutrition
• cultures
• preparation
Transportation
• classic cars
• steam trains
• boats
• planes
• movies
• theme parks
• theatre/Opera
• galleries
• sports
Essential Question #3
How does an author’s
background contribute
to their literary style?
• Contribute=
13
Resource 1.1A-Sentence Stems on Style
“STYLE”
SENTENCE STEMS
• When I think of style
____________________________________________.
• To me, style can be seen in/through
____________________________________________.
• People express their style by
___________________________________________.
14
Grade 8 ELA-Style
Resource 1.2-Pictures of Style
Art
15
Grade 8 ELA-Style
Resource 1.2-Pictures of Style
Fashion
16
Grade 8 ELA-Style
Resource 1.2-Pictures of Style
Entertainment
17
Grade 8 ELA-Style
Resource 1.2-Pictures of Style
Transportation
18
Grade 8 ELA-Style
Resource 1.2-Pictures of Style
Food
19
Grade 8 ELA-Style
Resource 1.2-Pictures of Style
Music
20
Grade 8 ELA-Style
Resource 1.2-Pictures of Style
Writing
21
Grade 8 ELA-Style
Resource 1.3- Style Tree Map
22
Grade 8 ELA-Style
Resource 1.3- Style Tree Map
Teacher Exemplar:
23
Grade 8 ELA-Style
Resource 1.4- What is Style
Unit 4: “What is Style?”
Deepening Our Understanding
Annotations:
How is style defined?
Style, to a fiction writer, is the way you write, as opposed to what you write about
(though the two things are definitely linked). Style is the voice readers "hear" when they
read a text. Style results from things like author’s background, word choice, mood, and
use of literary devices. These elements become the central factors in determining an
author’s sense of style.
Naturally a writer’s style will change depending on the subject matter (what the story is
about) and the point of view (who’s telling the story). However, when we talk about
writing style, we mean the way a writer uses language for a specific purpose.
Key factors of style:
Writers of fiction write from imagination, from experience, or often times, from both.
Regardless, a writer’s personal background often affects WHAT they choose to write
and HOW they choose to write about it. For example, Gary Soto is a familiar writer of
adolescent fiction who grew up in an impoverished area of Fresno, California, with
multiple siblings. His popular books Living Up the Street and Local News are both
novels that were inspired by Soto’s real-life experiences as a child looking for
something to do without much money. His personal experiences, values, and beliefs
influenced what he wrote about (plot) and how he wrote it (style).
Like an author’s personal background, a writer’s choice of words also contributes to
his/her overall unique style. No matter the genre, whether poetry or essays, skilled
writers use language to convey meaning for readers. Does the writer use simple or
complex language? Are the words concrete or abstract? How does the writer’s word
choice affect the reader? The fact that Gary Soto chooses to interject Spanish phrases
throughout his writing conveys to his reader that he identifies himself as both an
American and Latino writer. His choice of language contributes to his style as an ethnic
writer, and his use of humor and realistic topics help create a lighthearted style.
Read the following excerpt from Dr. Seuss’s Green Eggs and Ham. Notice how his
choice of language produces a playful and rhythmic style:
“I would not like them
Here or there.
I would not like them
Anywhere.
I do not like green eggs and ham.
I do not like them, Sam-I-am…”
One of the strongest contributing factors of style is the way writers use literary devices
and figurative language to show rather than tell. Think of literary devices as a writer’s
toolbox, a variety of ways that he or she can bring the text and characters to life. This
toolbox of devices includes elements like imagery, irony, symbolism, and metaphor (to
name a few):

Imagery: Writers use imagery to appeal to our 5 senses, to create vivid word
pictures of description
24
Gil/SAUSD CCSS Unit/adapted from Holt Literature
Grade 8 ELA-Style
Resource 1.4- What is Style
Annotations:

Irony: Writers use irony to present unexpected happenings, or something
that occurs that is against what the audience expects. This element adds
either suspense or humor to the story.

Symbolism: Writers use symbols to show meaning through objects, people
or events that are significant beyond just appearing in the story.

Metaphor: Writers use metaphors to show comparisons of unlike things—the
comparison SHOWS qualities rather than simply telling readers what those
qualities are.
25
Gil/SAUSD CCSS Unit/adapted from Holt Literature
Grade 8 ELA-Style
Resource 1.5-Text Dependent Questions
Text Dependent Questions
“What is Style?”
Informational Article
Paragraphs 1-2
1. How would you best define style as a reader?
2. How does the text imply that plot differs from style?
Paragraph 3
3. According to the text, how does an author’s personal background affect his or her
style?
Paragraph 4
4. How does language (choice of words) become a significant factor in an author’s style?
Paragraph 5
5. How do literary devices become the vehicle for how a writer shows style?
6. From the toolbox of devices listed, what would the use of vivid imagery imply about a
writer’s style? Irony? Symbolism? Metaphor?
26
Grade 8 ELA-Style
Resource 1.5-Text Dependent Questions
Text Dependent Questions
“What is Style?”
Informational Article
Paragraphs 1-2
1. How would you best define style as a reader?
Style is the unique way a writer uses language for a specific purpose. His/her background, word
choice, and use of literary devices all become important factors in determining style.
2. How does the text imply that plot differs from style?
Plot is what the author writes about—the events that unfold. However, style is the way in which the
writer tells the story.
Paragraph 3
3. According to the text, how does an author’s personal background affect his or her
style?
What you experience often times affects the way you write. Some writers will write from
imagination, while others allow their own lives to impact the style of their story.
Paragraph 4
4. How does language (choice of words) become a significant factor in an author’s style?
Every word to a writer matters—words are chosen carefully because language conveys meaning
for readers.
Paragraph 5
5. How do literary devices become the vehicle for how a writer shows style?
Both literary devices and figurative language are the strongest factors that convey style. Literary
devices and figurative language allow writers to choose how to show rather than tell.
6. From the toolbox of devices listed, what would the use of vivid imagery imply about a
writer’s style? Irony? Symbolism? Metaphor?
• Imagery—writers who use imagery employ a descriptive writing style
• Irony—writers who utilize irony write for the unexpected, wanting readers to feel suspense
or humor
• Symbolism—writers who use symbolism want to show meaning and depth, so their style
becomes more complex
• Metaphor—writers who use metaphors want to show comparisons and make connections
for their readers.
27
Grade 8 ELA- Style
Resource 1.6-Cornell Notes
Cornell Notes:
Unit: _________________________
Topic (s): _____________________
Name: __________________________________________
Period: ______ Date: ___________ Subject: ___________
_____________________________
Essential Question (s):
1. What elements converge to form a writer’s style and how does each play a unique role?
2. How does an author’s background contribute to their literary style?
Summary, Reflection, Analysis
28
Grade 8 ELA- Style
Questions/Main Ideas:
Resource 1.6-Cornell Notes
Notes:
Summary, Reflection, Analysis
29
Resource 1.7A-Collaborative Annotation Chart
Collaborative Annotation Chart
Symbol
?
Comment/Question/Response
•
Questions I have
•
Confusing parts for me
•
Ideas/statements I agree with
•
Ideas/statements I disagree with
•
Author’s main points
•
Key ideas expressed
•
Significant ideas
•
Shocking statements or parts
•
Emotional response
•
Surprising details/claims
•
Ideas/sections I connect with
•
What this reminds me of
+
-
*
!
o
Sample Language Support
-The statement, “…” is confusing because…
-I am unclear about the following Sentence(s)
-I don’t understand what s/he means when
s/he states…
-I agree with the author’s idea that…because…
-Similar to the author, I also believe
that…because
-I agree somewhat with the author when s/he
argues that…because…
-I disagree with the author’s idea
that…because…
Unlike the author, I do not believe
that…because
-I agree somewhat with the author when s/he
argues that…because…
-One significant idea in this text is…
-The author is trying to convey…
-One argument the author makes is that…
-I was shocked to read that… (further
explanation)
-How can anyone claim that…
-The part about____made me feel…
-This section reminded me of…
-I can connect with what the author said
because…
-This experience connects with my own
experience in that…
30
Resource 1.7.B-Response Sheet
Collaborative Annotation Chart Response Sheet
Symbol/
Section
Comment/Question/Response
Partner’s Comment/Question/Response
31
Resource 1.8- Academic Summary Template
Grade 8 ELA-Style
ACADEMIC SUMMARY TEMPLATE
In the ____________________________, ____________________________________,
(“A” Text Type)
(title of text)
_________________________________ _________________________________ the topic of
(Full name of author)
(“B” Academic Verb)
_______________________________________________. S/he _________________________
(topic/issue of text)
(“C” Academic Verb + “that”)
_____________________________________________________________________________.
(Author’s main argument/belief on the topic/issue)
Continue the summary by including the author’s main points or the main events/ideas that support the issue written
above.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Ultimately, what _________________ is trying to convey (through) his/her
(author)
(text type)
is ___________________________________________________________________________________________.
(main point)
A
Types of Texts
essay
editorial
article
research paper
narrative
report
letter
speech
short story
vignette
memoir
poem
novel
movie
drama/play
B
Precise Verbs
addresses
discusses
examines
explores
considers
questions
analyzes
scrutinizes
criticizes
comments on
elaborates on
focuses on
reflects on
argues for
argues against
debates
disputes
opposes
contests
C
Precise
“Verbs + that”
asserts
argues
posits
maintains
claims
notes
proposes
declares
concedes
states
believes
suggests
implies
infers
intimates
Connectors
in addition
furthermore
moreover
another
besides…also
further
additionally
beyond….also
….as well
@Sonia Munevar
Gagnon
32
SAUSD Common Core Lesson Planner
Unit: 4 Style
Lesson 2
Grade Level/Course:
8th Grade ELA
Teacher:
Duration: 2 days
Date:
Big Idea: Style is the convergence of several factors producing an ultimate outcome.
Essential Questions: How does an author’s background contribute to his/her writing style?
Content Standards:
Common
Core
Standards
Materials &
Resources/
Lesson
Preparation
Objectives
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.8.2 Determine a central idea of a text and analyze its development over the course of the
text including its relationship to support ideas; provide an objective summary of the text.
Viewing with a Focus (Resource 2.1)
Author’s Profile: Edgar Allan Poe (Video 6:37) http://www.sausd.us/Page/22743
David Walliams—The Genius of Dahl (Video 15:46) http://www.sausd.us/Page/22743
Content:
Students will identify relevant
biographical information of Poe and
Dahl by viewing 2 video clips and
comparing similar information that
contributes to the writers’ style.
Depth of
Knowledge
Level
College and
Career Ready
Skills
Language:
Students will utilize academic language and
content specific vocabulary in their summary of
learning.
Level 1: Recall
Level 2: Skill/Concept
Level 3: Strategic Thinking
Level 4: Extended Thinking
Demonstrating independence
Building strong content knowledge
Responding to varying demands of
audience, task, purpose, and discipline
Valuing evidence
Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Building knowledge through content-rich nonfiction texts
TEACHER PROVIDES SIMPLE
EXPLANATION
(Tier II & Tier III)
Academic Vocabulary
Common Core
Instructional
Shifts
Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO
UNDERSTANDING








style
author’s background
mood
word choice
literary devices
irony
imagery
metaphor
SAUSD Common Core Lesson
WORDS WORTH KNOWING
 factors
 contribution
 trends/patterns
 compare/contrast
33
STUDENTS
FIGURE OUT
THE
MEANING
Pre-teaching
Considerations
 influences
 expression
Be sure to have functioning display capabilities. The texts of this lesson are two videos.
Students will need to be able to see and hear both to complete the objectives.
Lesson Delivery
Check method(s) used in the lesson:
Instructional
Methods
Modeling
Guided Practice
Guided Inquiry
Reflection
Collaboration
Independent Practice
Prior Knowledge, Context, and Motivation:
Make sure students have an understanding of how background influences style.
Preparing the Learner
(1) Have students turn to the “Viewing with a Focus”
resource in their booklets (Resource 2.1) .
(2) Teacher refers to Essential Question “How does an
author’s background contribute to his/her writing style?”
as a prompt to set the purpose for viewing the videos.
(3) Teacher explains the “Viewing with a Focus” handout
prior to viewing the videos. Make sure that students
know to record evidence WHILE they view the clips,
not after.
Body of the
Lesson:
Activities/
Questioning/
Tasks/ Strategies/
Technology/
Engagement
Interacting with the Text
(1) Unencumbered View: Play Edgar Allan Poe video.
(2) Second View: Play Edgar Allen Poe video. Give students
time to complete the independent portion of their notes
(column 1) on the “Viewing with a Focus” handout
(Resource 2.1).
(3) Have students share column 1 information with a partner.
Differentiated
Instruction:
English Learners:
(4) Give students the
option of using sentence
stems for the dyad or triad
discussion. These stems
could sound like “Both
authors’ experienced…” or
“Unlike Poe, Dahl…”.
Accelerated Learners:
(4) To add depth and
complexity for gifted
learners, have students
utilize the Depth and
Complexity and Content
Imperative Icons that relate
well to Poe and Dahl (ie:
ethical dilemma, multiple
perspectives, paradox,
parallel).
(4) Facilitate a class discussion on findings. Use this
opportunity to model the thinking process to allow students
to work more independently with the second video.
Day 2
(1) Plat Roald Dahl video. Give students time to complete the
independent portion of their notes (column 2) on the
“Viewing with a Focus” handout (Resource 2.1).
(2) Have students form groups of four, to complete the third
column. In their groups, have students number off 1-4.
Whatever number students were assigned, they’ll be
responsible for completing column 3 of that question
(comparing and contrasting Poe and Dahl).
SAUSD Common Core Lesson
34
(3) If necessary for your students, provide sentence starters for
how to compare and contrast (see the margin notes).
(4) Students can now complete the third column through a
Three-Step Interview:
Directions for Three-Step Interview Process:
Step One – In groups of four, have students letter off A,B,C,
and D.
Step Two – Next, A interviews B (have the student read
his/her responses) and C interviews D. Then, B interviews A
and C interviews D.
Step Three – A then reports to C and D regarding B’s
response.
B then reports to C and D regarding A’s response.
C then reports to A and B regarding D’s response.
D then reports to A and B regarding C’s response.
(1) After the interview, students should now have completed all
three columns in on the “Viewing with a Focus” activity
(Resource 2.1).
Extending Understanding
(1) End the day by prompting students to complete the bottom
analysis portion of the “Viewing with a Focus” handout.
(2)
If time permits, you may have students share their extended
understanding paragraphs to each other or choose a few to
read aloud to the class which can act as an impetus for
discussion.
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes
SAUSD Common Core Lesson
35
Lesson 2
Resource 2.1- Viewing with a Focus
Viewing with a Focus
Video (s): Author’s Profile: Edgar Allen Poe and Perspectives: David Walliams—The Genius of Dahl
Directions: While watching the video clips, complete columns 1 and columns 2 independently. Then, in groups of four,
complete column 3.
Question
Evidence From Poe Biography:
Evidence From Dahl Biography:
Similarities/Differences:
(complete w/a partner)
1. How would
you describe the
childhood
experiences of
the writers?
Provide evidence
from the video
that supports
your analysis.
2. What sort of
conflict did both
writers face as
they began to
surface as
“writers”? How
did others
perceive each
author’s work?
3. What events,
people, or
experiences
inspired the
authors to
choose the
stories they
wrote about?
36
Lesson 2
Resource 2.1- Viewing with a Focus
4. Both writers
have a unique
writing style
influenced by
their
backgrounds.
How would you
characterize the
writers’ styles?
Provide evidence
for your
response.
Extending Your Understanding: Write a paragraph in response to the following questions. Considering the biographical
information of both authors, why do you feel that Dahl made the choice to allow his childhood to directly appear in his
works of fiction? Why do you feel Poe didn’t reference his childhood directly?
37
SAUSD Common Core Lesson Planner
Unit: 4 Style
Lesson: 3
Grade Level/Course:
th
Teacher:
Duration: 4 Days
Date:
8 Grade ELA
Big Idea: Style is the convergence of several factors that produce an ultimate outcome.
Essential Question: What elements converge to form style, and how does each element play a unique role
in contributing to style?
Content Standards:
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including the
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or illusions to other texts.
Common
Core and
Content
Standards
W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
W.8.4 Produce clean and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
SL.8.1 Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
L.8.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.
Materials/
Resources/
Lesson
Preparation











Holt Textbook for reading “The Tell-Tale Heart”, by Edgar Allen Poe, page 353
Holt Audio CD
Pre-Reading Sentence Starters (Resource 3.1)
Literary Devices Expert Group (Resource 3.2)
“The Tell-Tale Heart” Text Dependent Questions (Resource 3.3)
Reader Response Journal (Resource 3.4)
Vocabulary Notebook (Resource 3.5)
Freyer Model (Resource 3.5A)
“The Tell Tale Heart” Vocabulary Images (Resource 3.6)
Reader Response (Resource 3.7)
What is a Psychopath?
(http://www.psychologytoday.com/blog/mindmelding/201301/what-is-psychopath0)
SAUSD Common Core Lesson
38
Objectives
Depth of
Knowledge
Level
Content:
Students will analyze the author’s style
by writing a paragraph examining the
elements Poe uses to convey his
personal writing style (i.e. word choice,
similes, tone, etc).
Level 1: Recall
Language:
Using the academic language taught in this unit,
students will orally share in a jigsaw format
responding to Text Dependent Questions about
“The Tell-Tale Heart”.
Level 2: Skill/Concept
Level 3: Strategic Thinking
Level 4: Extended Thinking
Demonstrating independence
College and
Career Ready
Skills
Responding to varying demands of
audience, task, purpose, and discipline
Building strong content knowledge
Valuing evidence
Comprehending as well as critiquing
Using technology and digital media strategically and capably
Common Core
Instructional
Shifts
Coming to understand other perspectives and cultures
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
STUDENTS
TEACHER PROVIDES
FIGURE OUT THE
SIMPLE EXPLANATION
MEANING
(Tier II & Tier III)
Academic Vocabulary
Regular practice with complex text and its academic vocabulary
Pre-teaching
Considerations
KEY WORDS ESSENTIAL TO
UNDERSTANDING
WORDS WORTH KNOWING
acute, sagacity, wary, British,
repetition, figurative language, style,
symbolism, identify, analyze
audacity, mad, vexed, suavity, irony,
mood, tone, imagery, metaphor,
personification, simile
At the beginning of the lesson students will be in groups of 6 to determine the definition of
the literary devices in the story. Students will then work in group of 4. They can easily
break off into pairs (dyads) for some activities. Students will need their Cornell
Notes/Collaborative Annotation Chart and Text-Dependent Questions from Lesson 1 as a
reference.
Lesson Delivery
Check method(s) used in the lesson:
Instructional
Methods
Modeling
Guided Inquiry
Guided Practice
Collaboration
Independent Practice
Reflection
Prior Knowledge, Context, and Motivation:
In the following lesson students will be using previous knowledge of figurative language,
plus new knowledge from Lesson 1 to analyze how these elements contribute to an author’s
style. Students will read an engaging literary text to reflect on the connection between
author’s style and the unit’s Big Idea.
39
SAUSD Common Core Lesson
Differentiated
Instruction:
Day 1
Preparing the Learner 20 minutes
(1) Before starting the unencumbered read, have students
complete a Pre-reading 1-2-3 activity to become motivated
to read the text. Distribute the sentence starters (Resource
3.1) to any/all students who will require them.
English Learners:


Directions for Pre-reading 1-2-3
Step One – Students are given the first clue about the text, the title.
Students write a one-sentence prediction about the story based on the
title. They then pair-share and responses are reported to the class.
Step Two – Students are given a second clue about the text, an image.
In the case of “The Tell Tale Heart”, use the image of at the top of
page 354. This time, though students use two sentences in their
prediction. One sentence is a revision, before I believed… but now I
think... The second sentence must use evidence from the image to
support their prediction. Predictions are again reported to the class.
Body of the
Lesson:
Activities/
Questioning/
Tasks/ Strategies/
Technology/
Engagement
Step Three – Students are given text that is either an excerpt or
supplementary to further revise and make a prediction. It often can be
the book sleeve of a novel, or the opening few sentences. For this
story, read the first paragraph aloud to the class as the final preview.
Again the response will be two sentences, the first sentence will be a
revision of the previous predictions, and the second sentence will be an
evidenced based prediction. Predictions are again reported to the



class.
Expert Groups
(2) Students will work in a group of 6 to learn about the literary
devices they will be working on for this story. Using the
Literary Device Expert Group (Resource 3.2), each student
will be assigned a literary device to define and provide an
example.
(3) Once completed, each topic group (for example, all irony
members) will meet to discuss their findings.
(4) Groups will share their findings with the class. This can be
done whole group or with their original group of 6.
Students Who Need
Additional Support:

End Day 1

Day 2
Interacting with the Text 50 minutes
(1) Students complete an unencumbered first read of
“The Tell-Tale Heart” with the eventual goal of answering
text dependent questions and analyzing author style. This
unencumbered read may be done
 silently and independently
 read aloud by the teacher
(2) After reading is complete, pass out the text dependent
questions for “The Tell-Tale Heart” (Resource 3.3).
(3) Tell students that they will be participating in a jigsaw to
finish this activity. Ensure that students are in groups of 4.
SAUSD Common Core Lesson
Unencumbered read
can be done using
the Holt Audio CD.
The Vocabulary
Notebook handout
can be used to write
the words in their
primary language, as
well as a definition.
The Freyer Model
(Resource 3.5A) is
an additional
resource for explicit
instruction on
chosen vocabulary
words.
Video Resources:
http://www.discover
yeducation.com/
Students can also
use the Interactive
Reader to read “The
Overhead Man” on
pages 190-195 in
order to further
analyze Poe’s Style.
Next, students
should complete
chart on page 197.
Pairings/groups can
be strategically
planned to support
these students, either
homogeneously or
heterogeneously.
Students can read
“A Dream within a
Dream” on page
216-217 and
complete the chart
on page 219.
Students will further
be able to evaluate
Poe’s writing style
by completing this
activity.
Accelerated Learners:

These students can
research additional
40
(4) The text-dependent questions have been divided into four
different sections. Each student will be responsible for
answering 3 questions from the handout. After each group
member finds answers to their assigned questions, they will
be the experts sharing out with the rest of the members of
their group the section for which they were responsible.
(5) Have students share out their answers to the text-dependent
questions to check for understanding and provide feedback.
End Day 2
Day 3
Interacting with the Text 50 Minutes
(1) To start Day 3, distribute the Reader Response Journal
(Resource 3.4) to chart examples of style for “The Tell-Tale
Heart.”
(2) Explain to students that they will be working with a partner
to re-read the story and find examples of style. Read the
directions to them and show them the example, or model a
few entries on the document camera to the class. Stress that
in the third column students should use the sentence starters
and write in complete sentences.
(3) Explain to students that this work will be used to complete
the culminating activity showing that there are several
factors that contribute to an author’s style. Students should
be told to keep all work for the unit.
(4) Share out responses and examples from the class to check
for understanding and provide feedback, as necessary.
poems and stories by
Edgar Allen Poe.
Students will reflect,
in writing, on how
Poe’s style is shown
in these works.
Alternately, they
could be provided
with a visual/media
text.
Extension:
1. Students will read
the article, “What is
a Psychopath?”
http://www.psycholo
gytoday.com/blog/m
indmelding/201301/
what-is-psychopath0
2. Students will then
show evidence of a
“close read” by
annotating the text:
circling difficult words,
charting
thoughts/questions.
3. Students will
complete the following
dissection & extended
response:
End of Day 3
Day 4
Interacting with the Text 25 Minutes
(1) Students will use a Vocabulary Notebook (Resource 3.5) to
record and learn new words attached to the unit. This
notebook will be used in the next lesson as well.
(2) Students should look at the “source sentence” first to see if
they can determine meaning in context. Students will use
the definition in the glossary to confirm their definition and
make any necessary changes. Students will then draw a
picture or image.
(3) Circulate to assist students in their understanding.
(4) Assign the original sentences as homework to complete the
notebook.
How does the
description of a
“PSYCHOPATH” relate
to the narrator of Poe’s
“Tell-Tale Heart”? What
details from the article
describe the
actions/dialogue of
Poe’s central character?
Choose at least 2-3
details that you can
connect to the narrator
of the story and
EXPLAIN how each is
shown in the text.
Extending Understanding 25 minutes
(1) For this activity students will be working independently.
(2) Explain to students that they should use the
responses/examples/evidence from their journals to write a
SAUSD Common Core Lesson
41
paragraph that shows how different literary elements
converge or come together to form an author’s unique style
(Resource 3.7).
(3) Read students the sentence starters and tell them that they
should use them as a support for writing their paragraphs.
(4) Once again, remind students that this work will be used for
the culminating project.
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes
42
SAUSD Common Core Lesson
Resource 3.1- Pre-Reading Sentence Starters
Pre-reading 1-2-3 Sentence Starters
Directions: You’ll be making three predictions based on three pieces of information that you’re
about to witness. The first prediction is one sentence long. The next two are at least two
sentences.
Previewing based on the title
Because the title is “The Tell-Tale Heart,” I predict this story will be about/have/include…
Previewing and revising based on the image
Before I thought “The Tell-Tale Heart” would be about/have/include…, but now I think…
because…
Looking at the picture, I believe the story may include… because (cite something in the picture)
Previewing and revising based on the background information
When I was looking at the picture, I predicted… ; however, now I see that…
Another thing I can predict is … because the text says…
43
Resource 3.2
Literary Devices
Expert Group
Irony
Definition
Example
Symbolism
Definition
Example
Definition
Example
Mood
44
Simile
Symbolism
Definition
Example
Metaphor
Definition
Example
Personification
Definition
Example
45
Resource 3.3- The Tell Tale Heart TDQ’s and Jigsaw Activity
Text Dependent Questions for “The Tell-Tale Heart”- Jigsaw Activity
Directions: Answer the questions in complete sentences. Each person in your group will
be responsible for answering three questions.
1. How is the narrator feeling in the first paragraph? How do you know?
2. In what way did the old man bother the narrator?
3. What does the narrator do each night (for seven nights) in the old man’s
bedroom?
______________________________________________________
4. What event does the narrator foreshadow in the third paragraph?
5. What does the old man fear INSTEAD of the narrator? Why is this ironic?
6. What sounds does the narrator hear that suggest that the old man is terrified?
7. Predict: How do you believe the narrator will kill the old man?
46
Resource 3.3- The Tell Tale Heart TDQ’s and Jigsaw Activity
8. What does the narrator do to conceal the body of the old man?
9. Why do the police come to the narrator’s residence?
10. What makes the narrator confess to his crime?
11. What is the overall mood of the story? What details does the narrator give to
suggest the mood?
12. Give an example of irony from the story. What makes it ironic?
***To Be Completed Independently
13. “So I opened it…until, at length, a single dim ray, like the thread of the spider,
shot out from the crevice and full upon the vulture eye.”
Type of Figure of Speech: _________________________________
Meaning:
_______________________________________________________
14. “It was a low, dull, quick sound—much such a sound as a watch makes when
enveloped in cotton.”
Type of Figure of Speech: _________________________________
Meaning:
_______________________________________________________
47
Reader Response Journal
The Tell-Tale Heart
Resource 3.4A
Name:______________________________________
Period: ________
Directions: Complete this reader response log while reading The Tell-Tale Heart (both in class and while you read
w/partner). This format will guide you through the reading & thinking process to identify and analyze elements of style. You
need to find two examples of each of the following: irony, imagery, symbolism, simile, metaphor, and personification.
Choose Examples:
 Write your examples here, while
identifying the element of style (i.e.
simile: he was as hungry as a lion).
Include page number.
What is the purpose of the
element?
 What is being compared, if anything?
 What are you picturing in your head?
 What does this represent?
 How is this situation unexpected?
How do elements contribute
to the author’s style?
 This comparison shows that Poe…
 Poe’s use of description/imagery is meant to…
 This unexpected scene creates…
 When Poe repeatedly mentions…he means…
48
Resource 3.4A
Big Ideas: 1. Many elements converge to create style. 2. Style elements have different roles. 3. Readers use style to determine meaning.
Directions: Using the completed reader response log for the The Tell-Tale Heart, write a well-constructed paragraph that
identifies and analyzes Edgar Allen Poe’s elements of style. Be sure to include any irony, imagery, symbolism, or figures of
speech that he uses. Consider how these elements make his style unique.
Example Language Frames:
 In the __________________, by ____________________, evidence of style is shown…
 The author uses…
 I think Poe used ______________ to show…
 One line that shows ______________ is _________________...
 Poe uses ___________, ___________, and ______________to show…
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
49
Reader Response Journal
The Tell-Tale Heart
[Type text]
Resource 3.4B- Reader Response Journal with Example
Name:______________________________
Period: ________
Directions: Complete this reader response log while reading The Tell-Tale Heart (both in class and while you read
w/partner). This format will guide you through the reading & thinking process to identify and analyze elements of style. You
need to find two examples of each of the following: irony, imagery, symbolism, and figures of speech.
Big Ideas: 1. Many elements converge to create style. 2. Style elements have different roles. 3. Readers use style to determine
meaning.
1
Choose Examples:
What is the purpose of the
element?
 Write your examples here. Include page
number.




What is being compared, if anything?
What are you picturing in your head?
What does this represent?
How is this situation unexpected?
1. “…shot from out the crevice
and full upon the vulture eye.”
P. 357
The eye is being compared to a
vulture, an ugly, scavenger bird, by
calling it a “vulture eye.” This shows
obvious negativity.
How do elements contribute
to the author’s style?
 This comparison shows that Poe…
 Poe’s use of description/imagery is meant to…
 This unexpected scene creates…
 When Poe repeatedly mentions…he means…
This comparison shows that Poe
creates a dark and mysterious mood
by choosing negative objects to
compare.
50
Resource 3.5-Vocabulary Notebook
Vocabulary Notebook: “The Tell-Tale Heart”
Word & Translation
Picture/Image
Definition
Source Sentence
Original Sentence
acute
mad
sagacity
wary
suavity
51
Resource 3.5A-The Freyer Model
Freyer Model
The Frayer Model is a graphical organizer used for word analysis
and vocabulary building. This four-square model prompts students
to think about and describe the meaning of a word or concept by . .
* Defining the term, or describing its essential characteristics,
* Describing its essential characteristics or non-essential
characteristics,
* Providing examples of the idea, and
* Offering non-examples of the idea.
This strategy stresses understanding words within the larger
context of a reading selection by requiring students, first, to
analyze the items (definition and characteristics) and, second, to
synthesize/apply this information by thinking of examples and
non-examples.
Steps to the Frayer Model:
1. Explain the Frayer model graphical organizer to the class. Use a
common word to demonstrate the various components of the form.
Model the type and quality of desired answers when giving this
example.
2. Select a list of key concepts from a reading selection. Write this
list on the chalkboard and review it with the class before students
read the selection.
3. Divide the class into student pairs. Assign each pair one of the
key concepts and have them read the selection carefully to define
this concept. Have these groups complete the four-square
organizer for this concept.
4. Ask the student pairs to share their conclusions with the entire
class. Use these presentations to review the entire list of key
concepts.
52
Resource 3.5A-The Freyer Model
Essential Qualities
Examples
Non-Essential Qualities
Non-Examples
Scaffolding: schema building, bridging
53
Resource 3.6- “The Tell Tale Heart” Vocabulary Images
“The Tell-Tale Heart”
Vocabulary Images
vexed
acute
acute
sagacity
wary
suavity
audacity
derision
suavity
54
Resource 3.7-Reader Response Paragraph
Reader Response Paragraph
Essential Questions: 1.What elements converge to form a writer’s style and how does each play a unique role?
2. What are some ways that readers can deconstruct literary style?
3. How does an author’s background contribute to his/her writing style?
“Extending Understanding”
Directions: In your Reader Response Journal, you documented several examples of how Poe utilizes elements of literature
to create his own unique writing style. Based upon the examples of literary elements you found in the text (irony, imagery,
simile, etc.) how would you describe Poe’s unique style as a writer?
Write a well-constructed paragraph describing Poe’s unique writing style. Support your description of Poe’s writing
style with examples of the literary elements (irony, imagery, simile, etc.) he uses throughout “The Tell Tale Heart.”
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________________________________
55
SAUSD Common Core Lesson Planner
Unit: 4 Style
Lesson: 4
Grade Level/Course:
th
Teacher:
Duration: 4 Days
Date:
8 Grade ELA
Big Idea: Style is the convergence of several factors that produce an ultimate outcome.
Essential Question: What elements converge to form style, and how does each element play a unique role
in contributing to style?
Content Standards:
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including the
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or illusions to other texts.
Common
Core and
Content
Standards
W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
W.8.4 Produce clean and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
SL.8.1 Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
L.8.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.
Materials/
Resources/
Lesson
Preparation
Objectives
• Holt Textbook for reading “The Landlady,” by Roald Dahl, page 63
• Holt Audio CD
• “The Landlady” Excerpt (Resource 4.2)
• Reader Response Journal (Resource 4.3)
• Reader Response Paragraph (Resource 4.4)
• Vocabulary Notebook (Resource 4.5)
• Double-Bubble Exemplar (Resource 4.6)
• Compare and Contrast Paragraph Prompt/Rubric (Resource 4.7)
• Compare/Contrast Paragraph Frame (Resource 4.8)
• Comparison/Contrast Video Link: http://www.sausd.us/Page/22743
• Comparison/Contrast Sentence Frames (Resource 4.9)
• Writing a Compare/Contrast Essay (Resource 4.10)
• SAUSD 6 Point Rubric (Resource 4.11)
Content:
Language:
Students will analyze the author’s style
Students will compare and contrast author’s style
by writing a paragraph stating the
by creating a Double Bubble Map and
elements Dahl uses to convey his style
participating in a think-aloud using the Double
(i.e. word choice, similes, tone, etc).
Bubble Map to respond to the writing prompt
verbally before beginning the writing process.
SAUSD Common Core Lesson
56
Depth of
Knowledge
Level
Level 1: Recall
Level 2: Skill/Concept
Level 3: Strategic Thinking
Level 4: Extended Thinking
Demonstrating independence
College and
Career Ready
Skills
Responding to varying demands of
audience, task, purpose, and discipline
Building strong content knowledge
Valuing evidence
Comprehending as well as critiquing
Using technology and digital media strategically and capably
Common Core
Instructional
Shifts
Coming to understand other perspectives and cultures
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
STUDENTS
TEACHER PROVIDES
FIGURE OUT THE
SIMPLE EXPLANATION
MEANING
(Tier II & Tier III)
Academic Vocabulary
Regular practice with complex text and its academic vocabulary
Pre-teaching
Considerations
KEY WORDS ESSENTIAL TO
UNDERSTANDING
WORDS WORTH KNOWING
congenial, rapacious, tantalize
brisk, blemish
This lesson will be best accomplished if students are in groups of 4. They can easily break
off into pairs (dyads) for some activities. Students will need their Cornell Notes from
Lesson 1 as a reference. A quick review of Lessons 2 and 3 might also prepare students for
the lesson.
Lesson Delivery
Check method(s) used in the lesson:
Instructional
Methods
Modeling
Guided Inquiry
Guided Practice
Collaboration
Independent Practice
Reflection
Prior Knowledge, Context, and Motivation:
In the following lesson students will be using previous knowledge of figurative language,
Cornell Notes from Lesson 1, and knowledge gained from Lessons 2 and 3. These activities
are necessary to analyze author’s style. By the end of the unit, students will read two
engaging literary texts to reflect on the connection between author’s style and the Unit’s
Enduring Understanding.
SAUSD Common Core Lesson
57
Day 1
Preparing the Learner 15 minutes
(1) Before starting the unencumbered read, have students
complete an activity to become motivated to read the text.
Project “How Do You Picture It?” (Resource 4.1) for
students.
(2) Have students draw an outline of a house. Fill the house
with words and symbols showing what – and whom – you
imagine you would find in the bed and breakfast.
Interacting with the Text 35 minutes
Body of the
Lesson:
Activities/
Questioning/
Tasks/ Strategies/
Technology/
Engagement
(3) Students complete a first read of “The Landlady” (Holt
pages 62-69) or “The Landlady” excerpts (Resource 4.2).
Teacher preference and time constraints dictate which
version of “The Landlady” is read. If “The Landlady” has
been taught earlier in the year, teachers should use
professional judgment to determine which text should be
read.
(4) This first read of the story should be done in “chunks” or
sections. Teachers may choose how the reading may be
done
• silently and independently
• read aloud by the teacher
(5) After completing a “chunk” or section, the students will
complete the Reader Response Journal (Resource 4.3).
(6) Continue reading the text in “chunks” or sections as time
allows.
End Day 1
Differentiated
Instruction:
English Learners:
•
•
•
Students Who Need
Additional Support:
•
•
Day 2
Interacting with the Text 50 minutes
(1) Continue reading the story in “chunks” and allowing
students time to complete the Reader Response Journal
(Resource 4.3).
(2) After students have had enough time to complete the top
part of the journal, have students complete a “Save the Last
Word for Me” activity (see below).
SAUSD Common Core Lesson
Unencumbered read
can be done using
the Holt Audio CD.
The Vocabulary
Notebook handout
can be used to write
the words in their
primary language, as
well as a definition.
Teacher can use
Transparency 5 in
the Interactive
Reader to have
students chart
literary devices and
author’s style.
Texts can be read
aloud.
Pairings/groups can
be strategically
planned to support
these students, either
homogeneously or
heterogeneously.
Accelerated Learners:
•
Accelerated learners
write suspenseful
stories by using
literary devices from
Lesson 1 to create
their own unique
style.
58
Directions for Save the Last Word for Me
Step One – Have students complete the top portion of the
Reader’s Response Journal, choosing three quotes from the
text that they would like to discuss further.
Step Two – Once each student has at least three examples to
share, group them into fours.
Step Three – The first student will begin by reading one of
his/her quotes, but not communicating at all as to why it was
important or what it reveals about the author’s style. Then,
in an organized predetermined manor (e.g. clockwise), each
student will add his/her thoughts to the quote. What does it
mean? Why is it important? etc., until everyone shares but
the student who originally read the quote. Finally, the
original student shares why he/she picked that quote and
adds his/her commentary. Hence, “Save the Last Word for
Me”.
Step Four – Repeat the process until everyone has an
opportunity to share his/her quotes. Note that each student
chooses three to limit the chance of the same quote being
discussed in any given group.
End Day 2
Day 3
Interacting with the Text 50 Minutes
(1) Students will use a Vocabulary Notebook (Resource 4.5) to
record and learn new words attached to the unit.
(2) Students should look at the “source sentence” first to see if
they can determine meaning in context. Students will use
the definition in the glossary to confirm their definition and
make any necessary changes. Students will then draw a
picture or image.
(3) Circulate to assist students in their understanding.
(4) Students should independently complete the Reader
Response Paragraph (Resource 4.4)
End of Day 3
Day 4
Preparing the Learner 15 Minutes
(1) Begin this day with a review of the previous days learning.
Conduct an Inside-Outside Circle sharing activity, based on
the Reader Response Paragraph (Resource 4.4).
SAUSD Common Core Lesson
59
Directions for Inside-Outside Circle
Step One – Depending on the size/layout of your
classroom, the size of the circles will differ. However, you
generally want to separate the class into two equally sized
groups. Group A will be the “Inside” and Group B with be
the “Outside”.
Step Two – Group A will form a tight circle facing
outwards, where Group B will form a looser circle facing
inward. Each student should then be facing a partner from
the other group.
Step Three – The members from Group B will start
reading their writing/paragraph. Then Group A will
respond by reading their writing/paragraph.
Step Four – After 2-3 minutes, the outer circle (Group B)
will rotate so then they’ll have new partners. The process
begins again. Let the students go through 2-4 rotations to
hear a variety of different examples of the paragraphs.
Interacting with the Text 35 minutes
(1) For this activity students will be working in pairs.
(2) Explain to students that they will be creating a Double
Bubble Map to compare and contrast Poe’s literary style to
Dahl’s literary style. Remind students that they should have
their notes out from the previous lessons. Using the teacher
example (Resource 4.6), model for students how to
complete the Double Bubble to effectively compare and
contrast two authors’ style. ***Note: Students should not
be given a black-line master Double Bubble Map. Students
need to create their own, therefore it can be generative and
it will not limit student responses.
(3) Tell students they should cite specific examples. They
should also state the page number where the examples were
found.
(4) At this point, you may want to share the writing prompt
(Resource 4.7) with students, so they can better focus their
analysis and collection of information.
SAUSD Common Core Lesson
60
(5) Give students time to work on their own to fill in one or two
bubbles and then ask for volunteers to verbally read their
examples. This enables the teacher to do some checking for
understanding.
(6) Next, allow students to work in pairs to complete the
Double Bubble Map.
(7) Circulate through the room to ensure that students are on
task and understand the compare and contrast concept. Use
professional judgment to determine the time frame to finish
the activity.
End Day 4
Extending Understanding (50 minutes)
(1) Assign the compare and contrast paragraph/essay as an
individual activity. Have students open their Student
Resources book to “Writing Prompt and Rubric” (Resource
4.7). Read the rubric to the students to ensure that they
understand the task and how they will be graded.
(2) Resource 4. 10 has been provided for the teacher and
students as an additional resource to aid in planning for the
writing of the essay.
(3) The Paragraph Frame (Resource 4.8) has been provided as a
resource for students who may need additional support in
writing an effective compare/contrast paragraph.
(4) Some teachers may opt to use this essay as their summative
assessment in lieu of the next lesson; in this case, the
students should write a multi-paragraph essay in response to
the prompt in resource 4.7 and use the SAUSD Writing
Rubric (Resource 4.11).
(5) If you are choosing the paragraph option, allow students to
start the paragraph and then have them finish as homework
as needed. The teacher should grade the paragraph using
the provided rubric.
SAUSD Common Core Lesson
61
Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes
SAUSD Common Core Lesson
62
Resource 4.1 Make The Connection
Make the Connection
You have just arrived in a new town by train, and you are looking for a
place to stay. As you walk down the street, you see this sign in a
boardinghouse window:
There are yellow flowers in a vase in the window and green curtains.
You walk up to the window and look in. What do you see inside? What
sort of a place is this boardinghouse?
Draw an outline of a house like the one below. Fill it with words and
symbols showing what-and whom- you imagine you would find in the
boardinghouse.
63
Resource 4.2- Text Excerpts
Text Excerpts from “The Landlady”
Page 63
He stopped walking. He moved a bit closer. Green curtains (some sort of velvety material) were
hanging down on either side of the window. The chrysanthemums looked wonderful beside
them. He went right up and peered through the glass into the room, and the first thing he saw was
a bright fire burning in the hearth. On the carpet in front of the fire, a pretty little dachshund was
curled up asleep with its nose tucked into its belly. The room itself, so far as he could see in the
half darkness, was filled with pleasant furniture. There was a baby grand piano and a big sofa
and several plump armchairs, and in one corner he spotted a large parrot in a cage. Animals
were usually a good sign in a place like this, Billy told himself; and all in all, it looked to him as
though it would be a pretty decent house to stay in. Certainly it would be more comfortable than
The Bell and Dragon.
Page 68
“Seventeen!” she cried. “Oh, it’s the perfect age! Mr. Mulholland was also seventeen. But I think
he was a trifle shorter than you are, in fact I’m sure he was, and his teeth weren’t quite so white.
You have the most beautiful teeth, Mr. Weaver. Did you know that?”
“They’re not as good as they look,” Billy said. “They’ve got the simply masses of fillings
in them at the back.”
“Mr. Temple, of course, was a little older,” she said, ignoring his remark. “He was
actually twenty-eight. And yet I would have never guessed it if he hadn’t told me, never in my
whole life. There wasn’t a blemish on his body.”
“A what?” Billy said.
“His skin was just like a baby’s.”
There was a pause. Billy picked up his teacup and took another sip of his tea; then he set
it down again gently in its saucer. He waited for her to say something else, but she seemed to
have lapsed into another of her silences. He sat there staring straight ahead of him into the far
corner of the room, biting his lower lip.
“That parrot,” he said at last. “You know something, it had me completely fooled when I
first saw it through the window. I would have sworn it was alive.”
“Alas, no longer.”
“It’s most terribly clever the way it’s been done,” he said. “It doesn’t look in the least bit
dead. Who did it?”
“I did.”
“You did?”
“Of course,” she said. “And have you met my little Basil as well?” She nodded toward
the dachshund curled up so comfortably in front of the fire. Billy looked at it. And suddenly, he
realized that this animal had all the time been just as silent and motionless as the parrot. He put a
hand out and touched it gently on the top of its back. The back was hard and cold, and when he
pushed the hair to one side with his fingers, he could see the skin underneath, grayish black and
dry and perfectly preserved.
“Good gracious me.” he said. “How absolutely fascinating” He turned away from the dog
and stared with deep admiration at the little woman beside him on the sofa. “It must be most
awfully difficult to do a thing like that.”
“Not in the least,” she said. “I stuff all my pets myself when they pass away. Will you
have another cup of tea?”
64
Reader Response Journal
The Landlady
Resource 4.3
Name:______________________________________
Period: ________
Directions: Complete this reader response log while reading The Landlady (both in class and while you read w/partner).
This format will guide you through the reading & thinking process to identify and analyze elements of style such as irony,
imagery, symbolism, simile, metaphor, and personification, and foreshadowing.
Choose Examples:
 Write your examples here, while
identifying the element of style (i.e.
simile: he was as hungry as a lion).
Include page number.
What is the purpose of the
element?
 What is being compared, if anything?
 What are you picturing in your head?
 What does this represent?
 How is this situation unexpected?
How do elements contribute
to the author’s style?
 This comparison shows that Dahl…
 Dahl’s use of description/imagery is meant to…
 This unexpected scene creates…
 When Poe repeatedly mentions…he means…
65
Resource 4.4-Reader Response Paragraph
Reader Response Paragraph
Essential Questions: 1.What elements converge to form a writer’s style and how does each play a unique role?
2. What are some ways that readers can deconstruct literary style?
3. How does an author’s background contribute to his/her writing style?
“Extending Understanding”
Directions: In your Reader Response Journal, you documented several examples of how Dahl utilizes elements of literature
to create his own unique writing style. Based upon the examples of literary elements you found in the text (irony, imagery,
simile, etc.) how would you describe Dahl’s unique style as a writer?
Write a well-constructed paragraph describing Dahl’s unique writing style. Support your description of Poe’s
writing style with examples of the literary elements (irony, imagery, simile, etc.) he uses throughout “The Landlady”.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________________________________
66
Resource 4.5 Vocabulary Notebook
Vocabulary Notebook: “The Landlady” Textbook Vocabulary
Word & Translation
Source Sentence
Picture/Image
Definition
Original Sentence
brisk
congenial
rapacious
tantalize
trifle
67
Resource 4.6
68
Resource 4.7-Compare and Contrast Paragraph Prompt
Prompt: In well-constructed paragraph, compare and contrast Roald Dahl’s writing
style with that of Edgar Allen Poe’s writing style. Your paragraph may include an
analysis of the elements of literature as well as how the author’s background may
have contributed to the author’s style.
Directions:
1. Review your ideas about the similarities and differences with your partner.
(Note: You already created this on your Double Bubble!)
2. Star the top 4-5 details that are the most important.
3. Decide what similarities and differences you will use in your paragraph.
4. Write your compare and contrast paragraph.
5. Self/peer edit using the scoring rubric.
Structure of the compare & contrast paragraph:
T=Topic sentence/claim
P=Paraphrase key details, use examples and biographical evidence
C=Concluding statement
Remember to use:
•
•
•
•
3rd person point of view
active voice
transition words/phrases for comparing and contrast, adding information, and
concluding
academic language
69
Resource 4.7-Compare/Contrast Directions and Rubric
Rubric for Compare and Contrast paragraph
Performance
Indicators
Content
3 Outstanding
2 Passing
- Addresses all parts of the
prompt.
- Addresses all parts of the
prompt.
- Includes a clear and
concise topic sentence,
sentence with key details
paraphrased, and
concluding statement that
take understanding to a
new level.
Language
Format
- Provides strong
evidence/information to
express ideas.
- Uses appropriate and
varied words, phrases, and
clauses to create cohesion.
- Topic sentence, key
details paraphrased, and
concluding sentence clear.
- Writing does not
address all parts of the
prompt.
- Includes irrelevant
information.
- Provides sufficient
evidence/information, and
examples.
- Insufficient evidence to
express ideas.
- Uses appropriate words,
phrases, and clauses to
create cohesion.
- Uses precise language and
topic-specific vocabulary.
- Uses precise language
and topic-specific
- Uses correct Standard
vocabulary.
English grammar and
conventions and transition - Uses mostly correct
words.
Standard English grammar
and conventions.
- Neat and organized.
1 Needs Revision
- Neat and organized.
- Follows guidelines for this - Follows guidelines for
work.
this work.
- Does not use
appropriate words,
phrases, and clauses.
- Uses mostly casual,
conversational language.
- Frequent miscues in
Standard English
grammar and
conventions.
- Messy and
unprofessional.
- Shows lack of effort
70
Resource 4.8-Compare/Contrast Paragraph Frame
Compare/Contrast Paragraph Frame
Start by identifying the items you are
comparing and state that they have
similarities and differences. (Don't forget
to indent your paragraph.)
Add to your paragraph by stating how
both items are similar. You may use the
transition word first.
_____________ and ___________________
have some similarities and some differences.
First, ________________________and
______________________are the same because they
both ________________________________.
Add more similarities in as many
Additionally, they both ________________.
sentences as are needed. Use transitional
words like second, additionally, in
addition, another, moreover, also, next,
furthermore, last, or finally.
Next, explain that the items have some
On the other hand, _________________ and
differences. Choose one of the following __________________ have some differences.
transitional words or phrases: on the
other hand, contrarily, or conversely.
Add to your paragraph by stating how
First, _________________ (is/has/does)
both items are different. You may use the ____________________, but ________________ (is
transitional word first.
not/has not/does not) __________________.
Add more differences in as many
Second, _________________ (is/has/does)
sentences as are needed. Use transitional ____________________, although
words like second, additionally, in
________________ (is not/has not/does not)
addition, another, moreover, also, next, __________________.
furthermore, last, or finally. After the
comma, you use a contrasting word like
but, although, or yet.
Conclude your paragraph by reminding Clearly, _____________ and ___________________
your reader that the items you are writing have similarities and differences.
about have some similarities and some
differences. Signal your conclusion by
using one of the following words or
phrases: clearly, obviously,
assuredly, without doubt, or certainly.
Note: Be sure
_____________ and ___________________ have some similarities and
your paragraph some differences. First, _____________ and ___________________ are the
same because they both ___________.Additionally, they both
looks like the
one to the right. ________________. On the other hand, _________________ and
Do not leave
__________________ have some differences. First, _________________
extra white
(is/has/does) ____________________, but ________________ (is not/has
spaces or line
not/does not) __________________. Second, _________________
spaces.
(is/has/does) ____________________, although ________________ (is
not/has not/does not) __________________. Clearly, _____________ and
___________________ have similarities and differences.
71
Resource 4.9 Compare/Contrast Sentence Frames
Sentence Frames to Compare (Same):
1. _________ is (are) _____________ in the same way that
__________ is (are) _______________.
2. __________ is (are) similar to ___________ because
_________.
3. I can compare ____________ to ____________ in that they
both _________________.
4. _____________ and ____________ resemble each other
because ____________.
Sentence Frames to Contrast (Different):
1. __________ is (are) ___________, however, ____________
is (are) _______________.
2. _____________ is (are) ____________ in contrast to
______________ which is (are) _______________.
3. Although _____________ is (are) ___________, _________
is (are) ______________.
4. ____________ is (are) _____________, on the other hand,
___________ is (are) _____________.
72
Resource 4.10-Compare/Contrast Essay Structure
CLRC Writing Center
Writing a Compare/Contrast Essay
As always, the instructor and the assignment sheet provide the definitive expectations and requirements for any
essay. Here is some general information about the organization for this type of essay:
•
A comparison essay notes either similarities, or similarities and differences.
•
A contrast essay notes only differences.
•
The comparison or contrast should make a point or serve a purpose. Often such essays do one of
the following:
ƒ
Clarify something unknown or not well understood.
ƒ
Lead to a fresh insight or new way of viewing something.
ƒ
Bring one or both of the subjects into sharper focus.
ƒ
Show that one subject is better than the other.
•
The thesis can present the subjects and indicate whether they will be compared, contrasted, or both.
•
The same points should be discussed for both subjects; it is not necessary, however to give both
subjects the same degree of development.
•
Some common organizational structures include: (see note below)
•
ƒ
Block method (subject by subject)
ƒ
Point by point
ƒ
Comparisons followed by contrasts (or the reverse)
Use detailed topic sentences and the following connecting words to make the relationship between
your subjects clear to your reader:
Connectors That Show Comparison (Similarities)
ƒ
In additon
ƒ
Correspondingly
ƒ
Compared to
ƒ
Similarly
ƒ
Just as
ƒ
As well as
ƒ
Likewise
ƒ
Same as
ƒ
At the same time
Connectors That Show Contrast (Differences)
ƒ
However
ƒ
On the contrary
ƒ
On the other hand
ƒ
Even though
ƒ
In contrast
ƒ
Although
ƒ
Unlike
ƒ
Conversely
ƒ
Meanwhile
See the other side of this page of a detailed example for both the Block Method and the Pointby-Point method. For a blank chart to organize your own essay,
use the Compare/Contrast Essay Worksheet
2/09
73
CLRC Writing Center
Writing a Compare/Contrast Essay
The following example contains an element of the author’s opinion, but not all compare/contrast assignments allow for
that. Always check your assignment sheet and ask your instructor for clarificaion about including your opinion.
Conclusion
Body Paragraph 3
Body Paragraph 2
Body Paragraph 1
Intro
Point-by-Point Method
2/09
•
•
•
Introduction of general topic
Specific topic
Thesis = areas to be covered in this essay: Both
cats and dogs make excellent pets, but an
appropriate choice depends on the pet owner’s
lifestyle, finances, and household
accommodations.
Topic Sentence - Aspect 1
Cats make less of an impact on an owner’s lifestyle.
Topic 1 - Aspect 1: Cats
• Detail: Don’t have to be watched during the
day
• Detail: Easier to get care if owner travels
Topic 2 - Aspect 1: Dogs
• Detail: Pack animals shouldn’t be left alone
• Detail: Harder to get care when away
Transition Sentence
Topic Sentence - Aspect 2
Cats are less expensive to own and care for.
Topic 1 - Aspect 2: Cats
• Detail: Food and health care are usually less
expensive
• Detail: Less likely to cause property damage
Topic 2 - Aspect 2: Dogs
• Detail: Food is more expensive
• Detail: Over-breeding causes some health
problems
Transition Sentence
Topic Sentence - Aspect 3
Cats need few special house accommodation.
Topic 1 - Aspect 3: Cats
• Detail: Don’t take up much space
• Detail: Less intrusive
Topic 2 - Aspect 3: Dogs
• Detail: Often need yard and fence
• Detail: Require more safety and protective
measures
Transition Sentence
• Summary of main points
• Evaluation and/or possible future developments
• Significance of topic to author: When considering
adopting a pet, a prospective owner must consider
the lifestyle, finances, and household
accommodations that the pet would require.
Owners who neglect to compare these aspects will
often not care for their pet in a safe manner.
Block Method
•
•
•
Introduction of general topic
Specific topic
Thesis = areas to be covered in this essay: Both cats and dogs
make excellent pets, but an appropriate choice depends on the
pet owner’s lifestyle, finances, and household
accommodations.
Topic Sentence – Topic 1
Cats are easier and less expensive to care for.
Aspect 1: Lifestyle
• Detail: Don’t have to be watched during the day
• Detail: Easier to get care if owner travels
Aspect 2: Cost
• Detail: Food and health care are usually less expensive
• Detail: Less likely to cause property damage
Aspect 3: House accommodations
• Detail: Don’t take up much space
• Detail: Less intrusive
Transition Sentence
Topic Sentence – Topic 2
Dogs are active and loyally engaging pets.
Aspect 1 – Lifestyle
• Detail: Pack animals shoudn’t be left alone
• Detail: Harder to get care when away Need more living
space
Aspect 2 – Cost
• Detail: Food is more expensive
• Detail: Over-breeding causes some health problems
Aspect 3 – House accommodations
• Detail: Often need yard and fence
• Detail: Require more safety and protective measures
Transition Sentence
Optional: develop a paragraph to evaluate the comparison made
in the essay: Last summer, I was considering adopting a pet, so I
visited the SPCA to gather more information about cats and dogs.
I am a full time student and work part time in the evenings, so my
lifestyle and schedule didn’t seem conducive to owning a dog like I
had originally planned. Now that I’ve had my cat Cookie for a few
months, I see that she’s the perfect fit and a great companion for
me.
• Summary of main points
• Evaluation and/or possible future developments
• Significance of topic to author: When considering adopting a
pet, a prospective owner must consider the lifestyle, finances,
and household accommodations that the pet would require.
Owners who neglect to compare these aspects will often not
care for their pet in a safe manner.
74
CLRC Writing Center
Brainstorming for a Compare/Contrast Essay
1. Write each topic name above one of the circles. List attributes or qualities of that topic in the circle, placing any shared qualities in the
overlapping section. Be specific and use details. (Example:details of living in SB might include high cost of living, beach community, good
schools, etc. Less effective qualities: not nice place, cool hangouts.)
2. Circle the most important qualities in each list and match at least three opposites from one circle to another.
________________________________________________
__________________________________________________
After completing
steps 1-3, list the
three categories or
aspects that both
items share:
1.
2.
3.
3. Review the lists and identify three categories or aspects that describe these details. (Example:” beach community” detail for one topic and
“big city” detail for the other = environment or setting as a category.) List the categories in the box above.
4. Then choose one option (point by point or block method) to structure your essay. See examples in this handout.
5. Use the chart on the next page to organize your paragraphs as indicated. Add more ideas and details for each category as you think of them.
2/09
75
CLRC Writing Center
Compare and Contrast Essay Structure: Block Method
In the Block Method, each paragraph addresses ONE TOPIC ONLY from your pair of topics and includes
the SHARED ASPECTS you have chosen to Compare to topic 2. Use the following chart to organize your
ideas for your essay. (See Venn diagram steps 1 – 5 for examples on topics, aspects, and details.)
Block Method
•
My Essay
Introduction
introduction of
general topic
o specific topic
o areas to be
covered in this
essay
o
•
Topic 1
Topic Sentence:
Aspect 1
ƒ Detail
ƒ Detail
o Aspect 2
ƒ Detail
ƒ Detail
o Aspect 3
ƒ Detail
ƒ Detail
o
•
Topic 2
Topic Sentence:
Aspect 1
ƒ Detail
ƒ Detail
o Aspect 2
ƒ Detail
ƒ Detail
o Aspect 3
ƒ Detail
ƒ Detail
o
•
Conclusion
Summary of
main points
o Evaluation
and/or possible
future
developments
o
2/09
76
CLRC Writing Center
Compare and Contrast Essay Structure: Point by Point Method
In the Point-by-Point Method, each paragraph contains details on ONE ASPECT of BOTH TOPICS
organized in the same order. Use the following chart to organize your ideas for your essay. (See Venn
diagram steps 1 – 5 for examples on topics, aspects, and details.)
Point by Point Method
o
My Essay
Introduction
o introduction of
general topic
o
specific topic
o
areas to be
covered in this
essay
o
Topic 1 - Aspect 1
ƒ Detail
ƒ Detail
o
Topic 2 - Aspect 1
ƒ Detail
ƒ Detail
o
Topic 1 - Aspect 2
ƒ Detail
ƒ Detail
o
Topic 2 - Aspect 2
ƒ Detail
ƒ Detail
o
Topic 1 - Aspect 3
ƒ Detail
ƒ Detail
o
Topic 2 - Aspect 3
ƒ Detail
ƒ Detail
o
Conclusion
Summary of main
points
ƒ Evaluation and/or
possible future
developments
Topic Sentence:
Topic Sentence:
Topic Sentence:
Source referenced: http://www.efl.arts.gla.ac.uk/CampusOnly/essays/15web.htm
2/09
77
Resource 4.11-SAUSD Writing Rubric
SANTA ANA UNIFIED SCHOOL DISTRICT INTERMEDIATE WRITING ASSESSMENT SCORING GUIDE
Writing Task
Thesis and
Support
Organization
Sentence
Variety/
Structure
Vocabulary
6
Advanced
5
High Proficient
4
Proficient
3
Basic
Insightfully addresses
all parts of the writing
task.
Contains an effective
thesis which is
thoroughly supported
with specific and
relevant examples and
textual evidence (if
applicable).
Maintains a logical
and seamless
organizational
structure, includes
coherent paragraphs,
and effective transiions between ideas.
Consistently includes
a variety of
sophisticated sentence
types. Ideas flow
effortlessly.
Thoroughly addresses
all parts of the writing
task.
Contains an effective
thesis which is well
supported with details
and examples.
Addresses all parts of
the writing task.
Addresses only parts
of the writing task.
Contains a central
idea or thesis which is
adequately supported
with details.
Contains a central
idea which is
supported with limited
details.
Maintains a logical
organizational
structure, includes
paragraphs, and
transitions between
ideas.
Maintains a mostly
logical structure,
includes paragraphs,
and some transitions
between ideas.
Consistently provides
a variety of sentence
types.
Provides a variety of
sentence types.
Uses sophisticated,
precise, and varied
vocabulary well suited
to the audience and
tone.
Uses precise and
varied vocabulary
appropriate to the
audience and tone.
Uses varied
vocabulary and
demonstrates an
adequate
understanding of
audience and tone.
Contains some errors
but these do not
interfere with overall
understanding.
Offers an inconsistent
organizational
structure, may not
include paragraphs or
transitions, or
transitions are
awkward.
Includes little variety
of sentence types but
some basic
understanding of
sentence structure is
evident.
Uses basic or
awkward vocabulary,
but demonstrates
some understanding
of audience and tone.
2
Below Basic
Addresses only one
part of the writing
task.
May lack a central
idea and uses limited
details.
1
Far Below Basic
Does not address the
writing task.
Lacks a central idea
and does not include
supporting details.
Lacks an apparent
organizational
structure and
transitions, but reader
may still follow
overall argument.
Lacks an
organizational
structure which
greatly hinders
understanding.
Demonstrates little
understanding of
sentence structure but
meaning is evident.
Demonstrates no
understanding of
basic sentence structure
which greatly hinders
understanding.
Often uses limited or
confusing vocabulary
and demonstrates little
understanding of the
audience.
Uses vocabulary which
lacks ability to convey
meaning.
Contains very few or
Contains few errors in
Contains many errors Contains many errors Contains many serious
no errors in
conventions and
in conventions but
in language which
errors in conventions
conventions and
demonstrates a good
often interfere with
which consistently
overall meaning is
demonstrates an
command of the
evident.
understanding.
interfere with
excellent command of language
understanding.
the language.
Papers receiving a 0 are unable to be scored for one of the following reasons: illegibility, no response (blank), completely off topic, written in a language other than English.
Conventions
Note: Effective use of the following may raise score to a higher level: hook: Figurative language, dialogue, imagery, creativity, or textual evidence.
Revised 12/1/09, Secondary Education, Educational Services
78
SAUSD Common Core Lesson Planner
Unit: Style
Lesson 5
Grade Level/Course:
8th ELA
Teacher:
Duration: 3 Days
Date:
Content Standards:
RI. 8.1 Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Common Core
and Content
Standards
W. 8.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
W. 8.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W. 8.5 With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.
Materials/
Resources/
Lesson
Preparation
Objectives
Depth of
Knowledge Level
•
•
•
•
•
•
•
•
Shared Pictorial Observation Chart (Resource 5.1)
Top 10 Tips to Great Museum Exhibit Design (Resource 5.2)
Dyad Sharing Guidelines (Resource 5.3)
Prompt and Rubric (Resource 5.4)
Analysis of Evidence (Resource 5.5)
Justification Exemplar (Resource 5.6)
ABC Prewriting Exemplar (Resource 5.7)
Higher Order Thinking Skills (Resource 5.8)
Content:
Students will synthesize evidence from
multiple sources to construct a museum
display that defines and evaluates the
effects of author’s style.
Level 1: Recall
Students will collaborate and develop a
consensus statement that explains the effects of
an author’s style.
Level 2: Skill/Concept
Level 3: Strategic Thinking
Demonstrating independence
College and
Career Ready
Skills
Language:
Level 4: Extended Thinking
Building strong content knowledge
Responding to varying demands of Valuing evidence
audience, task, purpose, and discipline Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
SAUSD Common Core Lesson 1
79
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
STUDENTS
TEACHER PROVIDES
FIGURE OUT THE
SIMPLE EXPLANATION
MEANING
(Tier II & Tier III)
Academic Vocabulary
Common Core
Instructional
Shifts
Pre-teaching
Considerations
Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO
WORDS WORTH KNOWING
UNDERSTANDING
tone
Find examples of Museum displays that you would like to present to your students as
models of what you are looking for. Doing a simple Google images search on “museum
displays” will bring up plenty of examples.
If you choose to allow your students to complete a digital exhibit, there is an example at the
following link: http://www.uaf.edu/museum/exhibits/Virtual%20Exhibits/hunting-andtrapping-in-interior-alaska/
Lesson Delivery Comprehension
Check method(s) used in the lesson:
Instructional
Methods
Lesson
Overview
Modeling
Guided Practice
Guided Inquiry
Collaboration
Independent Practice
Reflection
As the culminating performance task for Unit 4 – Style, students will collaboratively create a
mock museum exhibit to demonstrate their understanding of writer’s style and the effects upon
the reader. The museum exhibit will include evidence from both written texts and video
sources, as well as an argumentative justification of the writer’s style and how it affects the
reader.
Prior Knowledge, Context, and Motivation:
As the fifth lesson in the unit, the evidence students are synthesizing is already collected from
lessons 2, 3, and 4, which validates the previous activities. Additionally, having a performance
task different than an essay will be a novel and unique way to demonstrate understanding while
maintaining the rigor of argumentative essay writing.
Day 1
Preparing the Learner
Begin the day by asking the open ended question, “How can a scholar
prove the Big Idea? How is style the convergence of several factors
producing an ultimate outcome? What could a reader, viewer, or
listener of a text do to demonstrate their understanding of this
statement?”
1. Give students 1-2 minutes to Think-Pair-Share, and then field
responses from the class on possible ways to demonstrate
understanding.
2. Transition to a Shared Pictorial Observation by having students
SAUSD Common Core Lesson 1
80
turn to three pictures and the response prompts (Resource 5.1).
Transition students into groups of four, if not already seated as
such.
Shared Pictorial Observation
Step One – Have the students review the set of four pictures with
observation charts.
Step Two – Each student takes responsibility for one picture and is
responsible to create the first response on the chart. The student
may use one of the provided sentence stem but is not limited to
those choices.
Step Three – The picture and observation chart is passed in a
clockwise manner to the next student in the group. The next
student then adds an observation that does not repeat the idea nor
use the same stem. Continue the process until all four students
have commented on each picture.
Step Four – Students orally discuss their recorded observations on
the chart and “construct the gist” of each photo. Each student
should be responsible for “constructing the gist” of one photo, after
the group discussion and consensus.
3. Share out observations and “the gist” from each group to record
on the document camera or chart paper. Provide feedback as
necessary. Ask a Higher Order Thinking Skill question such as,
“How does a museum display help to demonstrate an individual’s
understanding of a topic?” (See Resource 5.8 for more Higher
Order Thinking Skills question frames). Allow time for
discussion.
Interacting with the Text
1. Students turn to “Top 10 Tips to a Great Museum Exhibit”
(Resource 5.2) in their booklets.
2. Before students read the text, have them complete a Skim and
Scan pre-read with the prompt, “What three parts to this text are
there? What is the purpose of each part?”
Differentiated
Instruction:
English Language
Learners/Students Who
Need Additional Support:
Students can be given
a language frame with
appropriate academic
vocabulary provided.
This will lower the
affective filter and
give students practice
using language they
otherwise may not use.
Accelerated Learners:
To add complexity,
have students target
different audiences
with the final
assessment. One
group could target
people who are afraid
of the horror / mystery
genre, another group
could target modern
movie goers, etc.
Skim and Scan
Step One – Give students a purpose for previewing the text, that
won’t require them to read in any detail. Consider asking
students to notice text features (headings, charts, graphs, bold
words, pictures, etc).
Step Two – Have students annotate their understanding on the
text (i.e. this is a section about _____, this is a picture of _____).
Step Three – Share predictions or understandings gathered from
the annotations.
SAUSD Common Core Lesson 1
81
3. Resource 5.2A has been provided to give students more direction
for the Skim and Scan activity.
4. Have students share their annotations with a partner, and then
preselect, randomly call upon, or elicit responses from students to
share out their annotations and purpose of the three sections of the
text. Model the annotations on the document camera.
Interacting with the Text (2)
1. Allow students time to go through an unencumbered read through
the text. This could be silent and independent, or teacher lead,
depending upon the needs of your classroom.
2. After the initial read, give students a purpose for annotation. Ask
students to mark their understanding of three best pieces of
information they would take away if they were museum exhibit
designers. They should underline / highlight their three “takeaways” and note in the margins why this information is important.
Additionally, have students mark their confusion with at least one
question they have about the text.
3. Once students have completed the annotations, have them share
their understanding in a Dyad Share (Resource 5.3) with partners.
Dyad Share
Step One – Group students into pairs and assigns “A” and “B”
roles.
Step Two – Student “A” shares his/her evidence and opinion,
using the Dyad Share sentence starters / guidelines, as necessary.
Step Three – Student “B” responds in agreement or disagreement
to Student “A” and then shares additional evidence and opinion.
Step 4 – Student “A” responds to Student “B” and the cycle
continues until all items are discussed.
4. Preselect, randomly select, or elicit responses from students to
share with the class following the Dyad Share. Fill out the
annotations on the document camera to validate responses and
answer any questions.
End Day 1
SAUSD Common Core Lesson 1
82
Day 2
Extending Understanding
1. Begin the day by introducing the Museum Exhibit Prompt and
Rubric (Resource 5.4). Much like an essay prompt, use the ABC
Prewriting steps (Resource 5.7) to clearly identify the task for
students.
ABC Prewriting
Step One – Attack the prompt by circling the “to-do” words
(imperative verbs). Underline the actions that the verbs are
directing to complete. Set up the information in a T-Chart,
with the verbs on the left and the actions on the right.
Step Two – Brainstorm responses by creating a Circle Map
and collecting evidence from all previous lessons. By the end
of the brainstorm, students need to make a decision upon
which text they’ll be focusing. Add the decision in the frame
of reference.
Step Three – Create a plan by formatting the claim and
evidence in a Tree Map. The claim is at the top of the tree,
with the branches being the factors of style and the evidence
below the branches. Add commentary, elaboration, and
analysis in the frame of reference.
2. After ABC Prewriting, begin modeling appropriate commentary
for the Curator’s Justification. Emphasize that commentary,
analysis, or elaboration is different than evidence, summary, and
paraphrase. Distribute the Analysis of Evidence Chart (Resource
5.5) and review with students the different methods that can be
used to analyze text.
3. Make sure students have commentary, analysis, and elaboration
on their Tree Maps from the ABC process before modeling.
Then, begin pulling the language off the maps and formulate into
a cohesive argument. All the evidence will be in the panels of the
museum exhibit, so the Curator’s Justification only needs to argue
for the effectiveness of the writer’s style.
4. Model for the students. Start off by creating a topic sentence,
then, demonstrate a strategy off of the Analysis of Evidence Chart
(Resource 5.5).
5. After writing the first few sentences, you may want students to
perform a think-aloud with an elbow partner. Students should
attempt to demonstrate careful word choice, and use appropriate
transitions when presenting their sentences. Partners should make
constructive suggestions for revision and then students should be
given time to revise.
SAUSD Common Core Lesson 1
83
6. After students have completed the ABC Prewriting, allow them
time to work. They’ll need class time, resources, and individual
feedback. If possible allow additional class time outside of Day 2.
7. Share, collect, and assess the Museum Exhibits to determine if
learning objectives were met.
***Please Note: If you and your students have access to technology,
this assignment can easily be adapted to a digital presentation (Prezi,
PowerPoint, extreme-collaboration.com{an add-on for SMART
Notebook}, and many other possibilities are available and can be found
at this
link: http://cooltoolsforschools.wikispaces.com/Presentation+Tools
Lesson Reflection
Teacher
Reflection
Evidenced by
Student
Learning/
Outcomes
SAUSD Common Core Lesson 1
84
Resource 5.1-Shared Pictorial Observation
Shared Pictorial Observation
Directions: Record at least one sentence per group member below the picture. Each new sentence
must be its own original thought and not a repeated idea. You may use the Sentence Starters provided
or your own sentences to create your observation. Once all four sentences are recorded, arrive at a
consensus, or agreement, with your group members about what is important to note about this photo
and record it in the “Constructing the Gist” box below.
Sentence Starters: What stands out in this picture is… The best part about this display is… I wonder
why… I think this would be interesting to…
1.
2.
3.
4.
Constructing the gist:
85
Resource 5.1-Shared Pictorial Observation
Shared Pictorial Observation
Directions: Record at least one sentence per group member below the picture. Each new sentence
must be its own original thought and not a repeated idea. You may use the Sentence Starters provided
or your own sentences to create your observation. Once all four sentences are recorded, arrive at a
consensus, or agreement, with your group members about what is important to note about this photo
and record it in the “Constructing the Gist” box below.
Sentence Starters: What stands out in this picture is… The best part about this display is… I wonder
why… I think this would be interesting to…
1.
2.
3.
4.
Constructing the gist:
86
Resource 5.1-Shared Pictorial Observation
Shared Pictorial Observation
Directions: Record at least one sentence per group member below the picture. Each new sentence
must be its own original thought and not a repeated idea. You may use the Sentence Starters provided
or your own sentences to create your observation. Once all four sentences are recorded, arrive at a
consensus, or agreement, with your group members about what is important to note about this photo
and record it in the “Constructing the Gist” box below.
Sentence Starters: What stands out in this picture is… The best part about this display is… I wonder
why… I think this would be interesting to…
1.
2.
3.
4.
Constructing the gist:
87
Resource 5.1-Shared Pictorial Observation
Shared Pictorial Observation
Directions: Record at least one sentence per group member below the picture. Each new sentence
must be its own original thought and not a repeated idea. You may use the Sentence Starters provided
or your own sentences to create your observation. Once all four sentences are recorded, arrive at a
consensus, or agreement, with your group members about what is important to note about this photo
and record it in the “Constructing the Gist” box below.
Sentence Starters: What stands out in this picture is… The best part about this display is… I wonder
why… I think this would be interesting to…
1.
2.
3.
4.
Constructing the gist:
88
Resource 5.2-Great Museum Exhibit Design
Top 10 Tips to Great Museum Exhibit Design
DESIGNING A WONDERFUL EXPERIENCE
When it’s a great experience, going to a museum can teach us, delight us and inspire us;
however, a lot of effort goes into a museum exhibit design. As architects, we can learn a lot by
understanding the ingredients that make such designs so successful. It’s not as simple as you
might think.
A museum is constantly looking for different ways to attract visitors, but what happens once they
get there? Often they suffer from three main problems — they can’t find a specific piece of
information, they must leave too soon because they are bored or they stay a long time but miss
key lessons from the main exhibits. (1)
Obviously, visitor accessibility and attention are paramount, but that’s not all it takes to design
for a great museum experience.
WHAT MUSEUMS MUST DO
The following are 10 ingredients for successful museum exhibit design:
1. Motivate Visitors:
Target an audience — the general public and/or specific communities
2. Focus Content:
Filter content so visitors are not bombarded with information overload
3. Immersion:
Engage visitors within a “story”
4. Modularity:
Present smaller themes instead of one larger complex topic
5. Skimmability:
Information should be easy to take in because visitors are often standing and/or
have different levels of education
6. Patterns:
Incorporate traffic/circulation patterns, exhibit sequence patterns and pre-existing
framework patterns (architectural elements)
7. Capture Curiosity:
Use storytelling techniques to engage visitors
8. Interaction:
Give visitors a “fun” experience by tapping into their emotion
9. Integrate Technology:
Technology should enhance visitor’s experience, not detract from it
10. Layer Content:
Present information in a hierarchical manner
source: sensingarchitecture.com
89
When it’s a great experience, going to a museum can teach us, delight us and inspire us;
however, a lot of effort goes into a museum exhibit design. As architects, we can learn a lot by
understanding the ingredients that make such designs so successful. It’s not as simple as you
might think.
A museum is constantly looking for different ways to attract visitors, but what happens once they
get there? Often they suffer from three main problems — they can’t find a specific piece of
information, they must leave too soon because they are bored or they stay a long time but miss
key lessons from the main exhibits. (1)
Obviously, visitor accessibility and attention are paramount, but that’s not all it takes to design
for a great museum experience.
WHAT MUSEUMS MUST DO
The following are 10 ingredients for successful museum exhibit design:
source: sensingarchitecture.com
90
The list itself is numbered and gives specific tips to create a
good museum exhibit.
1. Motivate Visitors:
Target an audience — the general public and/or specific communities
2. Focus Content:
Filter content so visitors are not bombarded with information overload
3. Immersion:
Engage visitors within a “story”
4. Modularity:
Present smaller themes instead of one larger complex topic
5. Skimmability:
Information should be easy to take in because visitors are often standing and/or
have different levels of education
6. Patterns:
Incorporate traffic/circulation patterns, exhibit sequence patterns and pre-existing
framework patterns (architectural elements)
7. Capture Curiosity:
Use storytelling techniques to engage visitors
8. Interaction:
Give visitors a “fun” experience by tapping into their emotion
9. Integrate Technology:
Technology should enhance visitor’s experience, not detract from it
10. Layer Content:
Present information in a hierarchical manner
The body provides some background information as well as
questions to answer about museum exhibit design.
DESIGNING A WONDERFUL EXPERIENCE
The headline and
subheading is lets
the reader know it’s
advice on how to
make a museum
exhibit.
Top 10 Tips to Great Museum Exhibit Design
Resource 5.2A-Skim and Scan Organizer
Skim and Scan Organizer
Scanning
Title of Text
Author
Date
Picture/Diagram/Painting
Caption
What does the title tell you?
What is the author’s background?
How could the date this was written affect its meaning?
What information does this visual give to you?
What message does the caption give?
Subheadings/Enlarged Quotes
What do the quotes and/or subheadings tell you?
Text in Bold, Color or Italics
Why were these items emphasized?
Text Boxes
What is the focus of the text in the text box?
From scanning the text, do
you think the text will inform,
explain, describe, compare,
contrast, present, offer, argue,
or entertain?
Skimming
Topic of first sentence
Signal Words/Phrases
After skimming the text, what
additional information do you
know about this text that will
provide focus to your
reading?
91
Resource 5.3-Dyad Sharing Guidelines
Dyad Sharing Guidelines
Directions: Please use the following sentences frames to guide the discussion with your partner
as you share and determine whether you agree or disagree with the “take-aways” from the
annotations on the “Top 10 Tips for Great Museum Exhibit Design”.
Partner A: The first tip that I found valuable from the article was… In my opinion, this is
important to consider because…
Partner B: I agree/disagree with you because I think that . . . . A different tip that I found
valuable was… In my opinion this consideration is critical because…
92
Resource 5.4- Summative Assessment Prompt and Rubric
Unit 4: Style
Task:
Having just finished reading two examples of literary mystery, “The Tell-Tale Heart” by Edgar Allen Poe
and “The Landlady” by Roald Dahl, it’s important to reflect on the factors of style that created the mystery
inherent in the texts. What techniques did the authors use to craft suspenseful tales of horror? What
influenced the authors themselves?
Decide which short story you found to have a more mysterious tone. Create a three-panel museum display
that demonstrates the factors that “converge” to produce the mysterious tone. The museum display needs to
contain:
- One panel of evidence of literary devices from the text
- One panel of evidence of effective word choice
- One panel of biographical information about the author
- One visual (chart, map, or artwork) per panel
- A curator’s justification, no longer than 400 words, that explains why these factors effectively create the
mysterious tone
93
Resource 5.4- Summative Assessment Prompt and Rubric
Performance
Indicators
Content
Language
Outstanding
Needs Revision
- Addresses all parts of the
prompt.
- Addresses all parts of the
prompt.
- Misses parts of the
prompt
- Includes clear and concise
topic sentences, supported
with relevant and thoughtful
analysis.
- Has topic sentences and
analysis
- Includes irrelevant
information.
- Provides sufficient
evidence/information, and
examples.
- Insufficient evidence to
express ideas.
- Uses appropriate words,
phrases, and clauses to
create cohesion.
- Does not use appropriate
words, phrases, and
clauses.
- Provides strong
evidence/information to
express ideas.
- Uses appropriate and
varied words, phrases, and
clauses to create cohesion.
- Uses precise language and
topic-specific vocabulary.
- Uses correct Standard
English grammar and
conventions and transition
words.
Format
Passing
- Uses precise language and
topic-specific vocabulary.
- Uses mostly correct
Standard English grammar
and conventions.
- Neat and organized.
- Neat and organized.
- Follows guidelines for this
work.
- Follows guidelines for this
work.
- Uses mostly casual,
conversational language.
- Frequent miscues in
Standard English grammar
and conventions.
- Messy and
unprofessional.
- Shows lack of effort
94
Analysis of Evidence
Resource 5.5- Analysis of Evidence
To analyze means to take apart something and examine it closely (DISSECT the information) in order to understand
it better or discover more about it. Analysis of details or evidence in texts requires you to offer your own
interpretations or evaluations related to those details or evidence. When writers effectively analyze information
from texts, they often use one or more of the following strategies (see chart below). Use the chart below to guide
and develop your analytical thinking when responding to textual details/evidence.
Strategy
Thinking
How do I analyze details / evidence from the text?
Explain the significance of the
quote/reference
•
•
•
Compare and/or contrast key
concepts in the quote/line
•
•
•
Interpret the meaning of the
quotation/reference
•
•
•
Examine the causes and reasons
presented in the quote/reference
•
•
•
What questions can I ask myself to develop my analysis?
Why is this significant?
What new information is revealed and how?
How may this information affect others?
How are these ideas similar to what I have experienced, seen,
or read? Explain.
How are these ideas different from what I have experienced,
seen, or read? Explain.
Why does the author make these connections?
What do these words or phrases mean?
What is the author suggesting or implying when (s)he states
this?
What kind of language is used (i.e. figurative language) and
why?
Are the reasons valid? Explain why or why not.
Could there be any other causes or reasons for this? State the
reasons/causes and cite evidence to support them.
How can knowledge of the causes help us to find solutions?
Examine the effects and
consequences noted in the
quote/reference
•
•
•
What is the impact on other people, places, or things? Explain.
Why should we care about these effects or consequences?
Does the author provide evidence-based explanations that link
the cause(s) to the effect(s)? Are there any missing details?
Justify your opinion (agree or
disagree with) regarding the
concepts or ideas presented in the
quote/reference
•
•
What parts do you agree or disagree with? Why?
What additional evidence do you have to support or refute the
ideas presented in the text? Explain.
How do these ideas support or not support your personal
experiences?
Evaluate (judge or take a position) on
ideas introduced in the
quote/reference
•
Evaluate the author’s use of literary
or rhetorical devices
•
•
•
•
•
•
Are the claims/opinions stated by the author valid and
supported by evidence?
What kind of evidence does the writer include? Is the
evidence valid and reliable?
What counterclaim do you have and why?
Is the author’s choice of words effective for his/her purpose
and intended audience?
How do these particular devices help to convey the author’s
central idea/theme?
How does the use of these devices impact your understanding
of the text?
95
Resource 5.6- Curator’s Justification Exemplar
Curator’s Justification Exemplar
Having been influenced by tragic circumstances throughout his life, Edgar Allan Poe carefully utilized
word choice and symbolism to create a tremendously mysterious tone.
Tragic Circumstances (Author’s Background): Being orphaned at a very young age would be a
traumatic experience to anyone. But Poe’s father abandoned him, and his mother was dead before he was
three. Without a nurturing presence in his life, it appears that darkness and mystery became his artistic
method. Furthermore, Poe’s problematic relationship with his step-father likely lead to creating fantastic
violent scenarios in his mind, such as the murder in “The Tell-Tale Heart”, which plays out as a dark
mystery.
Word Choice: Creating a mysterious tone for the reader isn’t always about using grisly plot details; word
choice plays a role, too. When Poe has his narrator in “The Tell-Tale Heart” spy on his murder victim,
the narrator claims he proceeded “wisely” and with “caution,” “foresight,” and “dissimulation”. He
didn’t plan a murder, but “went to work.” While these words appear mundane, juxtaposing the action with
the word choice only further emphasizes the violence of the plot, making the reader have a more
uncomfortable mood. Poe’s word choice was carefully and mysteriously effective.
Symbolism (Literary Device): Like the top layer of a murky pond, Poe’s imagery hides a depth of
symbolism that inspires visceral emotions. Consider the emotion of guilt and how it relates to the
narrator’s perception of the beating heart. The narrator hears his/her victim’s heartbeat after the murder
occurs, but this isn’t a literal heartbeat; it’s the symbolic creation of guilt. The narrator confesses the
murder to police officers despite there being no evidence because of the guilt manifested in the heartbeat.
96
Resource 5.7-ABC Prewriting
do what
decide which story has a more
mysterious tone
create a three-panel museum display
that contains:
- one panel of evidence for
literary devices
- one panel of evidence for
word choice
- one panel of biographical
information about the
author
- one visual per panel
- a curator’s justification
97
Resource 5.7-ABC Prewriting
“much such a sound
as a watch makes”
Edgar Allan Poe
father abandoned
him, mother died
“resembled that of
a vulture…”
“The Landlady”
like a large black eye
staring at him through
the glass
mysterious
tone
“like a flat
blade of ice”
wife had died
“A tub had
caught all!”
“The Tell-Tale Heart”
had difficult relationships
with adults
Roald Dahl
98
Resource 5.7-ABC Prewriting
“The Tell-Tale Heart”
has a mysterious tone.
contrast –
word choice
biographical
cautiously,
influences
cunningly, calmly cautiously
orphaned are very different vexed
ideas than the
tough
actual events of calmly
relationship
the plot
cunningly
with step-dad
sagacity
wife died
evaluate – the
lantern is a symbolism
symbol of the
narrator’s vulture eye
suspicion heartbeat
significance – lantern
the heartbeat is interpret – the
vulture eye
a symbol of
narrator’s guilt symbolizes the
threat of
scrutiny
99
Resource 5.8-Higher Order Thinking Skills Question Template
Higher Order Thinking Skills Question Templates
Recall
Note: Any question becomes a recall
question if the answer has already
been explicitly provided to the student
in class or in the text.
Define the term ________.
What is a ________?
Who did ________?
Name ________.
When did ________ take place?
List the ________ .
Analysis
How does ________ work?
What does ________ symbolize?
Sort these ________ .
Use the table to determine ________ .
Find examples of [a literary device] in your
readings.
Use the graph to determine ________ .
Analyze the ________ in ________ .
Graph ________ .
Classify these ________ according to
________ .
What caused ________ ?
What is another possible cause of ________ ?
Outline the ________ .
Based on the written description, draw a
diagram.
Separate the ________ from the ________ .
Translate ________ .
Analyze how ________ .
Explain how ________ works.
Draw your own map of ________ without
tracing or copying.
What was the author's point of view?
Use the map to determine ________ .
What words does the author use to paint an
image of ________ in your mind?
In what sequence did ________ happen?
How did the author convey ________ ?
Break ________ down into its component
parts.
How were ________ used to ________ ?
Give an example of ________ .
Which one doesn't belong in this group?
What literary form is being used?
What is the function of ________ ?
What technique is being used?
What is the purpose of ________ ?
What information is needed?
Is the information relevant?
What is the relationship between ________
and ________ ?
Into what groups can you organize these?
What is the pattern?
Draw a picture that illustrates what's described
in the story ________ .
Use manipulatives to illustrate a concept.
What kind of a ________ is this?
Build a model of ________ .
Measure ________ .
100
Comparison
How is ________ like ________ ?
How are ________ and ________ different?
Distinguish between ________ and
________ .
Compare ________ with ________ .
Compare the ________ before and after
________ .
On what dimensions might you compare
________ and ________ ?
Compare the character ________ at the
beginning of the story and at the end.
Which one is the biggest/oldest/tallest?
Inference
Predict what will happen if ________ .
Based on your readings, what can you
conclude about ________ ?
Apply the rule to ________ .
What was the author's point of view?
Solve the problem ________ .
Solve a logic puzzle.
Predict how the story ________ will end.
What if ________ ?
What is the main idea of the story ________ ?
What rule applies here?
What is the overall theme of ________ ?
What generalization can you make from this
information?
Hypothesize what will happen if ________ .
What is the moral of the story?
Develop of plan to ________ .
Propose and describe an invention that fills
some need.
Write a research paper on ________ .
Create a ________ .
Design a ________ .
Propose a solution to the problem of _______
.
101
Evaluation
Was ________ worth the costs? Explain your
answer.
Did ________ choose a wise course of
action? Give reasons.
Was the argument convincing? What makes
you think so?
Apply a scoring rubric to this piece of work.
Explain why you are assigning each score.
Did ________ behave appropriately? Why?
What would you have done in this situation?
Why?
What would you have done in this situation?
Why?
Write a critique of ________ .
Review a book, performance, or exhibit.
Justify your evaluation.
Was this experiment well designed? Defend
your answer.
Which ________ is the best? Why do you
think so?
Judge which is the best solution to the
problem of ________ ? Why do you think so?
Whose arguments/evidence was more
convincing? Why?
How well are the conclusions supported by the
data/ facts/evidence? Explain.
If you were the judge, what would your
decision be? Why?
Give and justify your opinion on ________ .
102
ELA Grade 8- Style
Appendix of Strategies
*Please Note: The Strategies listed below in bold are strategies used in this unit. The additional
strategies have been included as a reference for your use in planning future lessons.
Academic Discussion Frames 104
Anticipatory Guide and Extended Anticipatory Guide: Teacher Rationale and Protocol 105
Academic Summary Writing: Teacher Rationale and Protocol 106
Clarifying Bookmark: Teacher Rationale and Protocol 107
Collaborative Poster with Rubric: Teacher Rationale and Protocol 108
Compare/Contrast Matrix: Teacher Rationale and Protocol 109
Copy Change: Teacher Rationale and Protocol 110
Do/Say Chart: Teacher Rationale and Protocol 111-112
Era Envelope: Teacher Rationale and Protocol 113
Focused Annotation: Teacher Rationale and Protocol 114
Four Corners: Teacher Rationale and Procedures 115
Frayer Model: Teacher Rational and Protocol 116
Gallery Walk: Teacher Rationale and Protocol 117
Jigsaw Expert Group Strategy: Teacher Rationale and Protocol 118
Inside-Outside Circles: Teacher Rationale and Protocol 119
Plutchik‘s Wheel of Emotion: Teacher Rationale and Protocol 120
Quick-Write: Teacher Rationale and Procedure 121
Reading in Four Voices: Teacher Rationale and Procedure 122
Round-Robin: Teacher Rationale and Procedure 123
Save the Last Word for Me Protocol 124
Say-Mean-Matter: Teacher Rationale and Procedure 125
S.O.A.P.S.Tone Analysis – Guided Inquiry Questions for teachers 126-127
Think-Pair-Share: Teacher Rationale and Protocol 128
Viewing with a Focus: Teacher Rationale and Protocol 129
Vocabulary Notebook: Teacher Rationale and Protocol 130
Vocabulary Review Jigsaw 131
Wordle: Teacher Rationale and Protocol 132
Thinking Maps 133
103
ELA Grade 8- Style
Academic Discussion Frames
Share Your Thinking/ Discussion Starters:
 I think that… because
 In my opinion…
 Based on …
 I noticed that…
 A good example would be…
 According to ….
Building on Ideas/Continuing the Discussion:
 I see what ___is saying. Would that also mean …?
 What ____said reminds me of…?
 ____ made a good point when he/she said…
 Another example is…
 I see what _____ is saying, and I think that…
Clarifying Ideas/Understanding the Discussion:
 I think ___means …
 ___, could you please clarify what you mean by…
 ____, can you be more specific…
 ____, can you give an example of …
 ___, are you saying that…
104
ELA Grade 8- Style
Academic Summary Writing: Teacher Rationale and Protocol
Purpose: The goal of summary writing is for students to extend and synthesize their comprehension of a
particular text by bringing together the most relevant and valid details that support their understanding of the
central idea/theme. It is also a method for teachers to assess their students‘ level of understanding of a text and
use this information to inform their instruction.
Procedure: Steps to writing an academic summary follow.
NOTE: The manner in which scaffolds below are added or removed are contingent upon the needs of students.
Meaning, this work can be done individually or in collaboration with others.
1) Read the text using strategies to identify the central idea/theme. Come to consensus with your partner
about the central idea/theme.
2) Return to the completed Do/Say Chart and independently star the top 3-4 details throughout the text
that help to develop the central idea/theme.
3) Come to consensus with your partner about the top 3-4 supporting details from the Do/Say Chart that
will go into your summary.
4) Paraphrase the details with your partner.
5) Summary must be paraphrased in complete sentences and written in 3rd person. Remember to include
signal words within your summary.
Structure of Academic Summary
Topic Sentence – Identify the text, author, and publisher (if provided) + strong predicate + central idea/theme.
Paraphrase Details – In your own words, write the details from the DO/SAY chart. Decide on no more than 3-5
details, depending on the text length.
Concluding statement – Conclude summary with a strong finish that sums up the central idea/theme.
Benefits for ELs:




Helps student to read critically to gain a better understanding of the text and the language used.
Enables students to work with manageable and meaningful chunks of information.
Students are able to work collaboratively to co-construct meaning.
Works in conjunction with Focused Annotation, Passage-Based Analysis, and Do/Say note taking tasks
so preparation for this writing is highly scaffolded.
 Summaries can be used as the foundation for writing different types of analytical essays.
Some Helpful Reminders:




Be sure to model this task and guide students in this process.
This task can be used for fiction or non-fiction text and across disciplines.
Summaries are always written in 3rd person and always paraphrased in students‘ own words.
The main difference between a summary and analytical writing is that there is virtually no analysis of
evidence.
 This task is typically used as a preparation for larger pieces of writing, but can be used as a stand-alone
as well, depending on the goal/outcome.
 Summaries are generally developed from reading and note taking strategies, such as Focused
Annotation, Passage-Based Analysis, Do/Say Charts, etc….
Adapted from Sonja Munévar Gagnon & Emma Ehrlich
105
ELA Grade 8- Style
Anticipatory Guide and Extended Anticipatory
Guide: Teacher Rationale and Protocol
Purpose: An Anticipatory Guide is intended to activate students‘ background knowledge that is
relevant to the content of a text they are expected to read and comprehend, as well as introduce key
concepts and language. As a preparatory task, the anticipatory guide provides a context for the text
and makes connections between content and students‘ own experiences. The Anticipatory Guide also
enables teachers to introduce key vocabulary within the context of a theme. Furthermore, it is a
vehicle for teaching students the importance of being aware as readers of their own knowledge in
relation to the content of a text. The Anticipatory Guide is a useful diagnostic tool for the teacher, as it
allows her to learn ahead of time what students believe about a certain theme or topic, and what
background information they are bringing to the text which may support or impede their
understanding.
Required for use: To use the Anticipatory Guide effectively, the teacher writes five statements
that require students to reflect on and think about themes and concepts they will encounter in the text.
The sentences should capture students‘ interest and provide a mixture of statements that trigger
agreement and disagreement. Teachers need to take care when creating the statements so that they are
neither too narrow nor too broad. Statements should be one level above the text. For example, a
statement might be, ―All small children love dogs,‖ rather than, ―Peter loved the dog his grandfather
gave him.‖
Structure of the activity: The first time students encounter an Anticipatory Guide, the teacher
should model how to read and respond to the statements. When the students engage in the activity,
they should be alerted that they have two minutes to read each statement and respond, ―agree‖ or
―disagree‖ by checking the appropriate column. In the column to the right, students will discuss why
they agree or disagree, providing personal evidence to support their response. It is important for
students to know that there is not a right or wrong answer.
Process outline:
1) Students silently read each statement and individually place a checkmark under the column
that best represents their opinions.
2) Students think of reasons to justify their responses.
3) Students begin to share responses in their small groups. One student begins by reading the
statement and then stating agree or disagree, and providing a reason for the opinion.
4) The other students in the small group each state whether or not they agree or disagree,
providing reasons for opinions.
5) Once all students have shared, the next student repeats the process with the second statement.
106
ELA Grade 8- Style
Clarifying Bookmark: Teacher Rationale and Protocol
Purpose: This task is used to assist students in their development of good reading habits. It requires
that students read texts beyond their comprehension, and that they slowdown in their reading and
consciously apply strategies to make sense of the text and of their reading: what they understand, how
they understand it, what they don‘t understand and what they may do about it. Over time, students
appropriate this conscious and effortful focus on strategies and their relevant application. Then they
automatically use these skills in reading, until they encounter a text that is complex beyond their
ability to understand, and once again the conscious process of focusing on making sense of text can be
applied.
Required for use: To use the Clarifying Bookmark effectively the teacher selects four or five
especially complex and rich paragraphs from a text the class is reading. If five paragraphs are selected,
the teacher can model the activity with one, and then invite students to work in dyads through the
other four. The choice of paragraphs must be deliberate and modeling is important until the students
understand the process very well. This activity should not continue for more than four paragraphs at a
time, thus the sections to be read need to be carefully chosen because of their richness for exploration.
Structure of the activity: The Clarifying Bookmark has two columns. In the left hand column,
strategies that can be used are introduced. In the right hand side, three routine expressions or
formulaic chunks are offered students so that they choose how to initiate their participation. Initially
the teacher uses only Section I, which offers students a choice of two strategies. After this section has
been practiced several times over a period of three or four weeks, and students are totally comfortable
with their application to the point where they have internalized them, two more strategies are added.
Once again, students practice several times choosing among four strategies to apply to their
exploration of the reading of a section of the text. When they are comfortable and have appropriated
the additional strategies, the two final strategies are added and the same process ensues.
Process outline:
1) Students work in dyads reading the text.
2) Student A reads first selected paragraph in a soft voice to her/his partner.
3) Student A then announces which strategy s/he is going to choose: ‗I am going to summarize
my understanding so far.‘ And then chooses one of the formulaic chunks offered to them in the
right hand side of the chart: ‗The main points of this section are…‘
4) Then Student B may add his ideas –if they are different than the ones stated by A- or not. After
that, she reads the next paragraph in a soft voice to his/her partner and engages in the process
of selecting a strategy and then applying it by using one of the three routine expressions
offered in the right hand side of the chart.
5) After Student B is finished exploring the paragraph, Student A may add something different or
just continue with the next paragraph.
107
ELA Grade 8- Style
Collaborative Poster with Rubric: Teacher Rationale and Protocol
Purpose: The Collaborative Poster with Rubric provides opportunities for students to consolidate
and extend their understanding of key ideas in a text or unit by representing them in a novel way, and
is most effective when used in the Extending Understand of Texts moment of the lesson. The task
requires that students synthesize their own understanding of key ideas they read, share that
understanding with members of their group, and negotiate and come to consensus about how to
represent these main ideas and themes in visual and written form. A rubric is provided to enhance
students‘ agency and autonomy by making explicit what needs to be paid attention to during the
development of the end product. In doing so, students revisit the text to select a quote and image that
best represents key ideas and to craft an original phrase that synthesizes their understanding. The task
provides support for students to cite relevant evidence that supports their reasoning about a text.
Required for use: Students need to be given time to think individually about how to represent on
a collaborative poster the spirit of a text read by the team. In the ensuing discussions in their small
groups — at which point the group must reach consensus on one (or more) image, quote, and original
phrase — all should be primed with ideas to share and from which to build their consensus. As groups
plan and create their poster, a rubric is essential to ensure that they discuss the text, stay on task, and
use images to highlight main ideas rather than merely to decorate the poster.
Structure of the activity: The first time students create a Collaborative Poster; they should
have 25 minutes to complete it, but no more (do not compromise). After 20 minutes, post the posters
as they are and have students use the rubric to assess selected posters. Teams may revise their posters
on their own time. Decrease the time for work on subsequent poster assignments until students work
within a 20-minute timeframe. Provide each student in the team a single marker, of a different color
from any other team member‘s for his or her work on the poster, as well as for signing the poster when
the group agrees that it is complete.
Process outline:
1) Students have already read the team text, supported by scaffolding as needed.
2) Students have selected one quote and one image to share.
3) Students engage in two Round Robin sharing: the first to share the quote and the second to
share the image.
4) After students have finished sharing their images and quotes they begin to negotiate about
which quote best represents the spirit or theme of the story.
5) After that, students agree on an integrated image that best represents the text.
6) Once these have been agreed upon, students develop an original phrase that connects to and
synthesizes the ideas they have represented in the poster.
7) Each student contributes to the completion of the poster, signs his or her name, using the
assigned marker.
8) Finally, students use the rubric to evaluate their own work. They give themselves an overall
evaluation and indicate two reasons why the product deserves that assessment.
9) Posters are posted in the room for all to see.
10) Other groups assess one poster, using the rubric. They indicate three reasons why the poster
gets the specific rating and perhaps suggest what team could do to improve. They sign and
place their assessment on the poster.
108
ELA Grade 8- Style
Compare/Contrast Matrix: Teacher Rationale and Protocol
Purpose: The Compare-and-Contrast Matrix is a graphic organizer that helps students analyze key
features of two or more ideas, characters, objects, stories, etc., and can be used in all three moments of
a lesson. These comparison charts highlight the central notions in a text, whether it is written or oral.
The task can be used immediately before students experience an oral text, such as a mini-lecture to
foreshadow important ideas that the teacher will present. Students can also use these matrixes to
organize their understanding of a text they are reading or to revisit a text they have recently finished
reading. As with any graphic organizer, these notes can be very helpful to students in constructing
essays.
Required for use: For this task to be effective, the questions or prompts that guide students‘
comparisons must focus on salient and key elements that pertain to two or more thing being compared.
For example, asking how two or more characters respond to challenges they face focuses students‘
attention on conflict and theme, while asking how characters are described focuses on categories that
are not generative.
Structure of the activity: The teacher develops, based on goals for the lesson(s), three or four
questions or prompts that guide students‘ analysis. The foci for comparison are placed in the left-hand
column of a table, and the ideas, characters, objects, stories, etc. being compared are labeled at the top
of columns in the table. For example, a compare/contrast matrix comparing two texts using three
questions would be arrayed as follows:
Text A Text B
Question 1
Question 2
Question 3
Process outline:
1) Students work with a partner or small group
2) They may complete the chart independently and then share findings or may complete it
collaboratively.
3) The teacher should circulate to clear up any misunderstandings.
Adapted from Understanding Language ell.stanford.edu
109
ELA Grade 8- Style
Copy Change: Teacher Rationale and Protocol
Purpose: Using Copy Change provides a framework for writing. Students us another author‘s
pattern as a framework for their own writing. For example, young children might use Bill Martin Jr.‘s
―Brown bear, brown bear…‖ to create their own version: ―Fierce eagle, fierce eagle, what do you
see?‖ or ―Mr. Jones, Mr. Jones, what do you see?‖
Required for use: This task is best when used with predictable text or with text that has been
analyzed for structure. This can often be poetry or trade books, as well as speeches.
Structure of the activity: Research has shown that understanding and using text structures can
improve writing skills and enhance reading comprehension. This is a method that is used by both
novice writers and those writers who are trying to hone their style. ―Like any other craftspeople,
professional writers know that to learn their craft, they must stand on the shoulders of writers who
have gone before them. Copy change is a way young writers can stand on the shoulders of
professional writers. (Ray, 1999)
Process outline:
1) Students read and listen to the original text.
2) Students have a discussion about the text characteristics (student led or teacher led). Some
questions to consider include:
3) What did you notice about the format of this text?
4) What did the author do first, second, etc.?
5) If you were going to use the author‘s framework to write something of your own, what
framework would you use?
6) Students then use the author‘s framework for their own writing.
Adapted from literacy.kent.edu/eureka/strategies/copy_change.pdf and Timothy Rasinski
110
ELA Grade 8- Style
Do/Say Chart: Teacher Rationale and Protocol
Purpose: A powerful technique for examining how a text is constructed by noting what the writer is
DOING (his/her function or strategy) in each paragraph/section and what the writer is SAYING (the
content) in each paragraph/section. The DO/SAY technique is a very effective reading and writing
tool.
Procedure:
1. If needed, teacher numbers the text into meaningful chunks (sections).
2. For each paragraph/section, students (collaboratively or independently) are responsible for writing
brief statements about the function (DO) of each paragraph/section and the content (SAY) of each
paragraph/section.
3. DO statements include a verb and tell the strategy the author is using. SAY statements tell briefly
what the content is in each paragraph/section.
Examples:
From an “accounting” essay
DO
Introduces the claim/thesis
statement
Presents the first reason to
support his claim/thesis
Presents the second reason to
support his claim/thesis
Restates the claim/thesis and
expand on it
SAY
Accounting is crucial because the financial life of a company
depends on it.
Managerial accounting is the type of accounting dealing with
the day-to-day operation of a business which is essential.
Financial accounting is the type of accounting that provides
necessary information to people outside the business.
Every company relies on accounting for success. There are
other kinds of accounting as well, suited to special kinds of
organization.
From a literary work
DO
Provides the setting of the story
and introduces the conflict.
SAY
A boy tries to steal a large woman‘s purse, but she grabs him
before he can run away.
Provides a dialogue between the
boy and the lady about the crime
he committed.
Describes what they boy and
woman are doing and continues to
advance the plot.
Provides background information
on the woman‘s life and describes
the actions of Roger. Continues to
advance the plot.
The woman scolds the boy and drags him up the street. The boy
pleads for her to let him go.
Illustrates how this woman is
influencing Roger‘s behavior and
also provides more details about
the woman‘s life.
Provides a resolution to the story.
The woman drags Roger into her apartment and tells him to wash
his face and eat supper with her. Roger is frightened, but he obeys
the woman does not escape even when he gets a chance to.
Woman tells Roger that she also did things in her past that were
wrong and that everybody has something in common. She makes
him dinner, while Roger cleans himself up. Roger now wants the
woman to trust him so he makes sure to move far away from the
purse and behaves.
Roger now wants to help the woman and even offers to go to the
store for her. Woman tells him about her job and does not say or
ask anything to embarrass Roger.
Woman gives Roger $10 so he can buy the shoes he wanted, tells
him to behave, and shuts the door. Roger wants to say something
111
ELA Grade 8- Style
to her, but he cannot find the words to do so.
Benefits for English Learners:




Helps deconstruct the text genre and demystifying the author‘s writing moves.
Enables student work with manageable and meaningful chunks of information.
Students are able to work collaboratively to co-construct meaning.
By noting the function and content of different sections of the text, students gain a clear and
deeper understanding of the author‘s central idea/theme.
 Helps to scaffold the writing of summary and analytical texts.
Helpful Reminders:
 Deconstruct the genre by making students aware of the typical structural elements before
delving into the specific functions of each paragraph/section.
 Do/Say is a scaffold to help students deconstruct texts to gain a deeper level of understanding,
NOT simply an exercise of listing do/say statements.
 Depending on the level of your students, you may want to begin by providing the function of
each paragraph/section (DO), BUT as students‘ learning in this area increases, students will
then be identifying these statements on their own (gradual release of responsibility).
 If chunking the text for students is done ahead of time, be sure to chunk the text into
meaningful parts (preferably by common functions).
 One paragraph may contain multiple functions; similarly, multiple paragraphs may contain the
same function.
Adapted from Sonja Munevar Gagnon, QTEL training
112
ELA Grade 8- Style
Era Envelope: Teacher Rationale and Protocol
Purpose: This task is used to build and provide relevant background knowledge to students as part
of preparing learners to read a text that is situated in a specific time period. Learning about the societal
norms, politics, culture, and so on of a particular era helps students understand the historical context of
an event, and thus better access the message, undertones, and nuances of texts that may be
misunderstood or misinterpreted otherwise such as speeches, poems, and historical fiction.
Required for use: To create the Era Envelope—an envelope with four to six pieces of
background information—the teacher chooses relevant texts or photographs –with captions- that
illustrate a particular aspect of a time period. Each item in the envelope must fit on one page. In
addition to the pieces of background information, the teacher creates a graphic organizer to be used by
students as they read each piece. The graphic organizer serves to focus the students‘ reading of the
texts, highlighting salient information to consider, and the space to write responses.
Structure of the task: The Era Envelope consists of a large manila envelope or a folder, which
contains four to six pieces of background information, along with focus questions to guide reading.
Students work together in groups, based on the number of background information texts. The task
begins with each student reading a different background text and answering the corresponding focus
questions on the task handout. After about five minutes, students rotate papers, and each student
repeats the process with a new text. Eventually all students will have read the documents.
Process outline:
1) Students sit in heterogeneous groups of three or four based on the number of texts (no more
than four).
2) One student opens and distributes the texts in the envelope, one to each student in the group.
3) A second student distributes the accompanying handout for the task.
4) Each student reads his or her text—or examines the visual—and takes notes writes answers on
the corresponding box of the handout.
5) At the teacher‘s signal, students pass their papers in the direction specified.
6) Students repeat this process until all texts are read.
7) After everyone in the group has read and responded to the focus questions, students share
responses text by text, adding to or revising responses as needed.
Options for scaffolding: For classes with students who are at varying levels of English
proficiency, teachers have the option of placing students in heterogeneous base groups and
homogeneous expert groups, based on students‘ English proficiency and reading level. Though
different expert groups may read material of varying levels of textual difficulty, all groups are
responsible for the same academic and cognitive tasks, and each member of the expert group
contributes equally to the knowledge of his or her base group.
Adapted from Understanding Language ell.stanford.edu
113
ELA Grade 8- Style
Focused Annotation: Teacher Rationale and Protocol
Purpose: Focused Annotation is a task that helps students interact with the text and record their
thinking processes.
Procedure:
1) Teacher distributes the Sample Annotation Marks to students.
2) Teacher models how to annotate a text using the Sample Annotation Marks and the think-aloud
process:
Note: It may be helpful to chunk the text ahead of time and focus on one chunk at a time.
3) In pairs or individually, teacher instructs students to read and annotate the text by focusing on
key language functions (such as: asking questions, agreeing/disagreeing, identifying main
ideas, making connection).
4) Students share their annotation marks with a peer(s) and add/delete information on their chart
or in their notebook based on their peer‘s feedback.
Note: You may want students to use the Collaborative Annotation Chart to record their
thoughts and share with peers. The Collaborative Annotation Chart also contains language
support for this task.
5) Based on their annotations and discussions, students develop an initial understanding of the
central idea/theme.
Some Benefits for ELs:




Helps build students‘ understanding of the text and their metacognitive skills.
Provides students with a focus for reading.
Requires students to stop and think about what they are reading, and record these thoughts.
Students are able to work collaboratively to co-construct meaning.
Some Helpful Reminders:
 Be sure to model HOW to annotate a text and orally express your thinking DURING this
process.
 Begin by selecting 2-3 annotation marks for students to focus on so the task will be
manageable for students.
 When students are sharing their annotation marks, be sure that they are reading aloud their
thoughts, not simply exchanging papers.
Adapted from Sonja Munévar Gagnon
114
ELA Grade 8- Style
Four Corners: Teacher Rationale and Procedures
Purpose: Four Corners is a forced-choice task that can be used in a variety of subjects. For this
task, the teacher writes a controversial statement in a definitive manner (there should not be a clear
―right‖ or ―wrong‖ choice to the statement.)
Process:
1) Before class, record the statements on an interactive white board or overhead so students will
be able to view the statements one at a time. Clear the four corners of the room of tripping
hazards and label each corner of the room with a sign stating ―Strongly Agree,‖ ―Agree,‖
―Disagree,‖ and ―Strongly Disagree.‖
2) The teacher distributes 3 x 5 cards to all students and asks them to record on the unlined side
of the card the letter representing their choice of the four alternatives after she or he reads each
aloud and posts them for reading. On the lined side of the card, students write three reasons for
their choice, citing evidence.
3) The teacher then reads each statement and asks students to assemble in the corner of the room
that corresponds to their choice.
4) In each corner, students form groups, ideally of three or four each, and exchange the reasons
for their choice.
5) After two or three minutes of exchange, representative students share reasons for their choices.
Based on the evidence provided, students may change ―corners‖ if their belief changes.
6) Repeat the process for the next statement.
7) When all four statements have been shared, students return to their seats.
115
ELA Grade 8- Style
Frayer Model: Teacher Rational and Protocol
Purpose:
The Frayer Model is a graphic organizer used for word analysis and vocabulary building. This foursquare model prompts students to think about and describe the meaning of a word or concept by . . .
 defining the term,
 describing its essential characteristics,
 providing examples of the idea, and
 offering non-examples of the idea.
This strategy stresses understanding words within the larger context of a reading selection by requiring
students, first, to analyze the items (definition and characteristics) and, second, to synthesize/apply
this information by thinking of examples and non-examples. Students should analyze and synthesize
vocabulary in context and not in isolation.
Required for use
Using the Frayer model, students will activate their prior knowledge of a topic, organize knowledge
into categories, and apply their new knowledge to the compartmentalized structure. Students will need
a reading or task to activate prior knowledge on the subject as well as blank copies of the Frayer
Model handout.
Structure of the activity
Either give students a list of words or have them brainstorm a list of ideas related to the key topic.
After reading a selection, students will group the words into one of four categories: essential
characteristics, non-essential characteristics, examples, and non-examples.
Process Outline
1) Explain the Frayer model graphical organizer to the class. Use a common word to demonstrate
the various components of the form. Model the type and quality of desired answers when
giving this example.
2) Select a list of key concepts from a reading selection. Write this list on the chalkboard and
review it with the class before students read the selection.
3) Divide the class into student pairs. Assign each pair one of the key concepts and have them
read the selection carefully to define this concept. Have these groups complete the four-square
organizer for this concept.
4) Ask the student pairs to share their conclusions with the entire class. Use these presentations to
review the entire list of key concepts.
116
ELA Grade 8- Style
Gallery Walk: Teacher Rationale and Protocol
Purpose: This task enables students to self-assess a product and then assume a more distant and
critical stance toward a collaborative product developed in groups, an important aspect of reflection
and meta-awareness developed in tasks comprising the Extending Understanding moment. The
Gallery Walk also promotes students‘ metacognitive development, since they have to understand the
level of implementation of key criteria in peers‘ products. To do this, they are provided with a rubric
or specific focus for assessing how other groups accomplished the same task. The Gallery Walk helps
students learn about effective, or ineffective, ways to organize and represent ideas, take note of
patterns and trends within the classroom, and envision how they might accomplish tasks in the future.
Required for use: A clear focus for assessing other groups‘ work is necessary for this task to be
effective. The focus for the gallery walk should be specific and generative and related directly to the
criteria for development of the product. A second, and equally necessary, requirement is the setting of
norms for assessing the work of other students. Students need clear guidelines and language before
they begin their gallery walks, and they need to write a written assessment and sign their notes. This
helps to model academic uses of language and habits of mind, and to avert problems.
Structure of the activity: Students need to know what they should do as individuals and as a
group as they assess the work of others and when they return to their small groups. Based on the
number of groups and the needs of students, students may participate in the gallery walk as
individuals, dyads, or small groups. If students are unfamiliar with assessing the work of others, the
teacher may need to model the process with the help of two or three students and a poster from
another class. Students need to know if they are to take notes on a form or post comments on a poster.
They also need to know how they will be held accountable individually and as a group.
Process outline:
1) Students move in groups, pairs, or individually in a pre-arranged direction and signal.
2) Students discuss the product using a rubric or focus questions provided.
3) Students write down their assessment with each student keeping notes and signing it.
Options for scaffolding: If needed, students should have formulaic expressions that they can
use to begin their discussion of the product. Some possible expressions include:
Based on the rubric, I think the poster should be rated ____ because...
I think the poster should be rated as __________________ because...
I agree/disagree with your assessment because....
117
ELA Grade 8- Style
Jigsaw Expert Group Strategy: Teacher Rationale and Protocol
Purpose: Jigsaw learning allows students to be introduced to material and yet maintain a high level
of personal responsibility. The purpose of Jigsaw is to develop teamwork and cooperative learning
skills within all students. In addition, it helps develop a depth of knowledge not possible if the
students were to try and learn all of the material on their own. Finally, because students are required to
present their findings to the home group, Jigsaw learning will often disclose a student‘s own
understanding of a concept as well as reveal any misunderstandings.
Required for Use: To create a jigsaw activity, the materials should be divided into manageable
sections. The materials can all be of the same complexity, or you may decide to have various levels if
you will assign students to each level. For instance, the readings in this section vary in length (461
words to 1,000+ words) but also vary in Lexile complexity. In the case of these readings, the texts that
are longer have a lower Lexile (easier to read) than the texts that are shorter. In addition to the pieces
of information to be learned, students should have a graphic organizer of some sort to use as they read
each piece. The graphic organizer serves to focus the students reading of the text, highlighting salient
information to consider, and the space to write the responses.
Structure of the activity: Jigsaw is a cooperative learning strategy that enables each student of
a ―home‖ group to specialize in one aspect of a learning unit. Students meet with members from other
groups who are assigned the same aspect, and after mastering the material, return to the ―home‖ group
and teach the material to their group members. Just as in a jigsaw puzzle, each piece--each student's
part--is essential for the completion and full understanding of the final product. If each student's part is
essential, then each student is essential. That is what makes the Jigsaw instructional strategy so
effective.
Process Outline:
Each student receives a portion of the materials to be introduced. Since this assignment requires
students to interact with a complex text, students should be asked to read the text on their own first,
noting confusions or possible ideas to share with their ―expert group‖.
After individually reading the text…
1) Students leave their "home" groups and meet in "expert" groups;
2) Expert groups discuss the material and brainstorm ways in which to present their
understandings to the other members of their ―home‖ group by completing the graphic
organizer.
3) The experts return to their ―home‖ groups to teach their portion of the materials and to learn
from the other members of their ―home‖ group.
118
ELA Grade 8- Style
Inside-Outside Circles: Teacher Rationale and Protocol
Purpose: The purpose of Inside-Outside Circle is to promote practice with key content concepts and
develop oral language. This can also be done as a Conga Line, with two lines of students facing each
other. This strategy provides for practice in oral communication
Required for use: To use an Inside-Outside circle, there needs to be some information for students
to share orally. This could be written information, pictures, illustrations, white boards, etc.
Structure of the activity: This activity works well as a way to change partners to provide
multiple perspectives on an assignment. For instance, as students rotate through the Inside-Outside
Circle, the inside circle students could share a piece of writing and have the outside circle act as
editors. With each rotation, the editors should have an assigned task, perhaps to check punctuation.
The outside circle continues to rotate while helping to revise the stories that are being read by the
inside circle. The roles then change and the inside circle members become the editors while the
outside circle members share their writing.
Process outline:
1) The class is divided into two groups; half the class forms a circle looking out (the inside
circle), and the other half stands in front of someone in the inner circle (the outside circle).
2) The students are asked a question or directed to perform a task.
3) The students in the inner circle answer first while the outer circle listens; then the outer circle
responds while the inner circle listens.
4) When each has finished, students can give a signal (e.g. thumbs up) to indicate they are
finished.
5) Once both have shared, the teacher gives a signal (e.g., ringing a bell) and the inner circle stays
in place while the outer circle rotates one person clockwise.
119
ELA Grade 8- Style
Plutchik’s Wheel of Emotion: Teacher Rationale and Protocol
Purpose: The task helps student describe with precision their emotional responses to visual, written
or hybrid texts. Students move beyond past responses by using Plutchik’s Wheel of Emotion to
identify subtle emotions and a more complex vocabulary for describing their responses. Plutchik’s
Wheel of Emotion supports students‘ awareness of a range of emotions, development of a language for
describing emotion, and increased ease in talking about emotional response. It can be used as part of a
series of Interacting with Texts tasks, as it helps students distinguish between tone and mood.
Required for use: When first using Plutchik’s Wheel of Emotion it is important that students be
reading a potent visual or written text that triggers emotional responses they have to describe. For
example, students respond strongly when reading about the sacrificial killing in Shirley Jackson‘s
short story ―The Lottery,‖ as the characters go about their business with no visible affect. In the story,
it is their matter-of-factness about a disturbing reality that provokes strong responses in students.
Structure of the activity: Plutchik’s Wheel of Emotion has eight basic emotions at the center of
the wheel. Contrasting emotions are opposite in color and placement on the wheel. The outer circles
on the wheel represent blends that are more nuanced than basic emotions. The emotions outside of the
wheel are combinations arising from adjacent blends. The teacher asks students to jot down emotions
felt when reading or viewing a text. Students determine where these emotions would fit on the wheel
and whether their intensity reflects students‘ feelings. If they don‘t, then the wheel provides them with
alternative choices. This activity can be repeated at different points in a text, visual, written, or hybrid.
Alternately, students can use the wheel to identify how they felt at different points. The teacher can
list emotional responses to different parts of a text and then match those responses to stylistic choices
made by the author.
Process outline:
1)
2)
3)
4)
Students work in small groups.
Students write down three emotions in response to a text.
They then locate the emotions on Plutchik‘s Wheel.
The group discusses their responses and uses the wheel to arrive at three emotions they share
and the rationale for these emotions.
5) At a second point in time the activity is repeated and changes in emotional response are
identified and mapped back to the text.
120
ELA Grade 8- Style
Quick-Write: Teacher Rationale and Procedure
Purpose: The Quick Write invites students to make a connection between background knowledge
and themes expressed in a text or unit. It provides students with an opportunity to give a quick gutlevel reaction to ideas, situations, or events. Since the goal of the activity is to capture students‘ first
impressions, memories, or feelings, linguistic accuracy and complexity are not stressed.
Required for use: An open-ended and engaging prompt that connects to topics, themes or issues
about which students have some background knowledge is an important part of what makes this task
effective. If the prompt is too general or too removed from students‘ experiences in or out of school,
students may feel unsure about how to approach the topic. A commitment to fluency on the part of the
teacher and students is also required. Students need to know that correctness is not the focus of the
activity. If need be, encourage students to write in their native language and require them to use
English to talk about what they wrote.
Structure of the activity: One way this activity may be explained to students is to tell them that
the writing goes ―from your heart to your hand to the paper.‖ Introduce the prompt and, if need be,
provide some context by connecting the topic to students‘ knowledge and experience and the topic or
theme that the prompt explores. Give students no more than five minutes to write. If a student says
that he or she cannot think of anything to write about have the student write, ―I don‘t know what to
write about‖ for the allotted time.
Process outline:
1) Students respond in writing to a prompt without focusing on spelling and grammar correctness.
2) Students have no more than 3-5 minutes to write their response.
Adapted from Understanding Language ell.stanford.edu
121
ELA Grade 8- Style
Reading in Four Voices: Teacher Rationale and Procedure
Purpose: This task is used to scaffold the reading of difficult texts. The selected text is chunked
into meaningful parts, which promotes students‘ focus on units of meaning, rather than focusing their
reading strictly on punctuation or line breaks.
Required for use: This task requires careful preparation by the teacher. For this task to be
successful, the text should be oral in nature (e.g., poems, speeches, monologues or songs) and rich
enough in content that it warrants multiple readings. To prepare a text, the teacher reads the text aloud,
chunking meaning parts, based on where natural pauses occur. This scaffolds students‘ reading by
emphasizing the meaningful chunks that form the architecture of a text. Each chunk is written in one
of four fonts (plain, bold, underlined, and italic); thus, the creation of this task requires teachers to
retype the text. This task is not intended for use with textbooks.
Structure of the activity: Students read the formatted text collaboratively, with each student
reading aloud only his or her assigned font. In this way, the reading aloud helps students focus on
units of meaning. Each group of four students will read their text collaboratively twice, with students
keeping the same parts. Often, after an initial, tentative reading, students will realize that even if they
do not understand everything in the text, they will still be able to make some sense of it (this is
especially true for poetry). This collaborative reading ensures that students at all reading levels are
able to contribute to the group task while developing their language skills.
Process outline:
1)
2)
3)
4)
Students sit in groups of four.
Each student chooses one of four fonts.
The different font styles will alert students when it is their turn to read.
Students will read the text collaboratively, with each person reading his or her font style to
read aloud.
5) Students will read the text twice, aloud in their small groups.
Adapted from Understanding Language ell.stanford.edu
122
ELA Grade 8- Style
Round-Robin: Teacher Rationale and Procedure
Purpose: This task structures small group interaction and participation to ensure that all students
have a voice and those students who might otherwise monopolize small group work do not limit
anyone else‘s opportunities to participate. By requiring that every student states his or her response to
teacher-initiated questions without interruption, each member of the group connects his/her own ideas
to that of their peers and has opportunities to build conceptual and linguistic understanding.
Required for use: Students need time to develop a response to a question prior to engaging in the
Round Robin task. The question(s) need to be substantive and open-ended so that students are engaged
and learning from each other. If the question(s) are closed, responses will be repetitive and learning
constrained.
Structure of the activity: Round Robin requires members of a group to listen to and learn from
peers without interruption. Students may feel that agreeing and adding information when someone is
sharing information shows engagement. To promote active listening, without speaking, some teachers
use a prop when first introducing this task. The student holding the prop ―holds the floor,‖ and when
done speaking, he or she passes the prop to the next person. Eventually students will internalize the
structure and will not need a material reminder.
Process outline:
1)
2)
3)
4)
Each student shares his/her response to a prompt.
One person speaks at a time
Nobody should interrupt
If a student‘s answer is similar to somebody else‘s, the student may not pass. Instead the
student should indicate agreement (―I have the same opinion as… I also think …‖)
5) There are no interruptions or discussions until the four members have finished sharing their
responses.
Adapted from Understanding Language ell.stanford.edu
123
ELA Grade 8- Style
Save the Last Word for Me Protocol
Purpose: This protocol is used after reading to improve comprehension. It will support students‘
interaction with the text while promoting reading comprehension. It also allows students to clarify and
deepen thinking about the content.
Required for use: Students will read an article independently and find sentences or phrases that
stand out for them for any reason. They will write at least 3 sentences on an index card and then be
ready to discuss their reasons for selecting the quote to their group. Timing is important; each round
should last approximately 7 minutes.
Structure of the activity: The process is designed to build on each other‘s thinking, and not to
enter into a dialogue. Participants may decide to have an open dialogue about the text at the end of the
30 minutes. After reading an article, students pull quotes from the article which they have a response.
They share these quotes with group members using a strict protocol which requires listening as well as
speaking. When the activity is complete, you may want to debrief the activity, have each person select
a quote to write about in a response journal, or ask each group to report out the most important quote
with justification about why it was seen as significant.
Process outline:
1) Silently read the article.
2) When time is called after 9-10 minutes, go back through the article and look for 3 sentences or
phrases that stand out to you in some way….you found it interesting, surprising, confusing,
enlightening etc.
3) Write your 3 sentence on the paper provided.
4) You will work in groups of 3 or 4 people.
a. The group member whose birthday is closest to Christmas picks up the globe and
begins by reading one of their sentences aloud. They will not comment on why they
chose that sentence. They will only read the sentence or phrase aloud. They will pass
the globe to the person seated on their right, group member 2.
b. Group member 2 will comment on the sentence the first speaker read. Person 2 will
pass the globe to the person on their right, group member 3.
c. Group member 3 will comment on the sentence the first speaker read. Person 3 will
pass the globe to the person on their right, group member 4.
d. Group member 4 will comment on the sentence the first speaker read. Person 4 will
pass the globe to the person on their right, group member 1.
5) When all group members have had the chance to comment on the sentence chosen by the first
speaker, the first speaker will then, ―have the last word‖, and explain why they chose that
sentence.
6) Now group member 2 will read one of their sentences. In the order described above, the other
group members will comment on the sentence, until group member 2 will ―have the last word.‖
124
ELA Grade 8- Style
Say-Mean-Matter: Teacher Rationale and Procedure
Purpose: Students who struggle with reading often don‘t understand the level of mental processing
that needs to go on for comprehension to occur. They tend to mechanically read the words rather than
interacting with the text. When used consistently in the classroom, this strategy gives students a way
of attacking complex text. Students stay engaged and comprehension increases.
Strategy: Say-Mean-Matter turns a simple foldable into an effective tool to prompt students to
higher-level reading. Using this strategy, students build from summary to inference to conclusion.
This strategy is effective with any challenging text including magazine articles, poems, short stories,
political cartoons, and more.
Procedure: As always, the teacher should model this strategy before assigning it to students.
Demonstrate for the whole class using increasingly complex text, both print and non-print. Allow
students to practice in small-group settings. Then lead discussions about what happens to their
understanding as they practice this strategy. You might even let students make posters of the strategy
to post in the classroom as a reminder to apply this strategy when they are reading a piece of text. The
process:
1) The teacher assigns a short chunk of the text for students to read silently.
2) In the say column, the students will summarize the assigned portion of the text. This shows
that the student has a literal comprehension of the text.
3) In the mean column, students record what they think the passage means. This pushes them to
the inferential level of comprehension. They must infer the implications, motivations, and
intentions of the text.
4) In the matter column, students must answer the question ―So what?‖ Explain to students that
the other two columns have provided them with the facts and implications, but thinking about
the final column will help them to figure out why it matters. They then will understand the
significance of the text and how it impacts the topic, novel, time period, or even mankind
itself. Referring to the Essential Questions for the lesson or unit is helpful in this stage of
interpretation.
5) Repeat for subsequent portions of the text.
A variation of this strategy is Quote-Note-Response. This is useful when you want students to identify
specific textual evidence to analyze rather than summarize larger sections. Teachers should provide a
focus for identifying significant text (i.e. “Identify conflicts faced by the narrator.”) Once students
identify a significant quote, the inferencing process is essentially the same.
Resource: Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4-12. Portland, Maine: Stenhouse Publishers, 2004
125
ELA Grade 8- Style
S.O.A.P.S.Tone Analysis – Guided Inquiry Questions for teachers
The acronym “SOAPSTone” provides students with prompts that give them a strategy for dissecting and interpreting
documents or visuals. Whenever readers encounter a document, whether primary or secondary sources, one of the most
important skills needed is the ability to determine the purpose and points-of-view (POV’s) that are present in the
document. To get to the point of writing an effective POV statement for historical documents, begin by applying
SOAPSTone to each document.
Letter
Subject (What
historic importance
is revealed?)
Occasion (What
is the time, place,
situation of the
document?)
Ideas to Think About








Audience (To


whom is this
document is
directed?)






Purpose (What is
the reason behind
the text?)
Speaker (Who
created the
document and what
was his/her role in
history?)
Tone (How does
document make you
feel?)













What is the document‘s content and subject (i.e. what is it saying)?
How do you know this?
How has the subject been selected and presented by the author?
What ideas or values does the document presuppose in the audience?
When and where was the source produced?
What local, regional, and/or global events prompted the author to create this piece?
What events led to its publication or development?
What conditions needed to exist in order for this document to be created,
disseminated and/or preserved?
Does the speaker identify an audience?
If not, who was the likely audience for this piece? For whom was the document
created? Was there an unintended audience?
What assumptions can you make about the audience in terms of social class,
political affiliations, gender, race/ethnicity, occupation, or relationships to foci of
power?
If it is text, does the speaker use language that is specific for a unique audience
(SLANG)?
Why is the speaker using this type of language? What is the mode of delivery?
Are there any words or phrases that seem unusual or different (JARGON)?
What background does the speaker assume? Does the speaker evoke God? Nation?
Liberty? History? Hell? Science? Human Nature?
Does the speaker allude to traditional, provincial/urbanized, classical, pre-modern
or modern themes? Above all, what is the author trying to achieve or gain with this
document?
What is the significance of the document?
What can be inferred about the possible intentions of the document?
In what ways does he/she convey this message?
How was this document communicated to the audience?
How is the speaker trying to spark a reaction in the audience?
What is the speaker and/or author‘s purpose?
Is there someone identified as the speaker?
Is the speaker the same as the author?
What facts are known and what inferences can you make about this person? e.g.
What class does he/she come from? What political party? What gender? What
ethnicity? What religion? What about his/her families?
What is the author‘s tone?
What is the author‘s mood and how is it conveyed? For what purpose?
What is the emotional state of the speaker and how can you tell?
How is the document supposed to make the reader/viewer feel?
126
ELA Grade 8- Style
Additional
Questions
Once you‘ve analyzed the document with all the lenses of SOAPSTone, you‘re ready
to ask your own questions and make assertions of your own. What are they?
 What else would you like to know about the author/speaker, or about the
society/historical era in which he/she lived?
 Based on all of the above, what are potential biases that the document contains?
Your answer to this question will shape your understanding of Point of View.
 What other types of documents would you need in order to better understand THIS
document‘s point of view?
127
ELA Grade 8- Style
Think-Pair-Share: Teacher Rationale and Protocol
Purpose: Providing ―think time‖ increased quality of student response so that students become
actively involved in thinking about the concepts presented in the lesson. When students talk over new
ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their
misunderstandings about the topic are often revealed and resolved during the discussion state.
Students are more willing to participate since they don‘t feel the peer pressur involved in responding
in front of the whole class. Think-Pair-Share provides opportunities to bridge concepts as well as
schema build for English Learners.
Structure of the activity:
 Assign Partners—Be sure to assign discussion partners rather than just saying ―Turn to a
partner and talk it over.‖ When you don‘t assign partners, students frequently turn to the most
popular student and leave the other person out.
 Change Partners—Switch the discussion partners frequently. With students seated in teams,
they can pair with the person beside them for one discussion and the person across from them
for the next discussion.
 Monitor Discussion—Walk around and monitor the discussion stage. You will frequently hear
misunderstandings that you can address during the whole-group discussion that follows.
 Randomly Select students—During the sharing stage at the end, call on students randomly.
You can do this by having a jar of popsicle sticks that have student names or numbers on them.
Draw out a popsicle stick and ask that person to tell what their PARTNER said. The first time
you may find they didn‘t listen well to their partner, but if you keep using this strategy, they
will learn to listen to their partner.
Process outline:
Think:
1) The teacher asks one or two questions for students to consider.
2) In order to see what they are thinking, and to provide further scaffolding to them if needed, the
teacher asks students to jot down key elements of their answer using words or phrases, but not
complete sentences.
3) Depending on the complexity of the questions, the teacher may assign between three and five
minutes for students to jot down their ideas.
4) In the meantime, the teacher circulates around the classroom monitoring and checking what
students have written. An empty piece of paper may be an indication that the students need
support from the teacher.
Pair:
5) Students are asked for form dyads. There are many ways of doing this, depending on time
available, the nature of the questions, or even what time of the day it is (classes immediately
after lunch may require opportunities for movement).
Share:
6) Dyads orally share their responses with each other.
7) All students should be read –if called upon—to present to the class their partner‘s responses
first, and then their own.
128
ELA Grade 8- Style
Viewing with a Focus: Teacher Rationale and Protocol
Purpose: This task helps students focus on main ideas and key information as they ―read‖ visual
text such as a movie or video clip, a picture, an advertisement, etc. In the same way that reading focus
questions help students navigate through extraneous or non-salient information in a written text,
questions for viewing help students focus on what the teacher thinks is important or noteworthy in a
predominately visual text.
Required for use: The questions that guide students‘ viewing of text need to focus on central
ideas in the discipline or subject area. If students are asked low-level questions, they will concentrate
on details instead of key ideas or discipline specific ways of analyzing text.
Structure of the activity: Students are asked to read or view with a specific purpose in mind.
For example, they may be given three questions to consider as they view a text or members of a group
may have different questions to focus on. Students may need several different possible models of how
they might begin their responses to a focus question. Models should be generative, meaning that
students are learning ways of using language that will be useful in other academic settings. If visual
texts are lengthy, complex, or viewed in different ways (with sound, without sound), students may
need questions for different sections or viewings.
Process outline:
1) Students use the focus question(s) as a guide for viewing and jotting down notes in response to
the question(s).
2) Students initially work alone, but may share responses with a partner or small group.
Adapted from Understanding Language by WestEd’s Teacher Professional Development Program
129
ELA Grade 8- Style
Vocabulary Notebook: Teacher Rationale and Protocol
Purpose: Focuses on developing essential vocabulary and providing vocabulary instruction in
context. This notebook also serves as a tool students can use across disciplines and can be adapted for
some high-stakes exams (glossary).
Vocabulary Notebook includes





Word and Translation (primary language)
Picture or Image
Definition
Source Sentence
Original Sentence
Process
Include Key Words Essential to Understanding, those words that cannot be deciphered using content
clues.
1) In table groups, students share any knowledge they already have on these words (definition,
where they have seen/hears it, etc.).
2) Teacher walks around the room and notes students‘ knowledge and/or misconceptions.
3) Teacher leads a discussion on these words and provides sample explanations.
4) Students record the information in their Vocabulary Notebooks (word/translation, visual or
image, definition, source sentence, and original sentence).
NOTE: Teachers may also want to create worksheets or transfer images to a PowerPoint if desired.
You may also want to include other essential words (from AWL and content-specific lists). These may
be words that students can decipher meaning using context clues.
1) Using ―Wordsift,‖ www.wordsift.com, teacher notes key vocabulary from Academic Word
List (AWL) and content-specific vocabulary to alert students to notice while reading the text.
2) Student record words in Vocabulary Notebook and during/after reading include: translation
(EL students), picture or image, definition, example source sentence, original sentence.
Students should include personal new words as well to increase their vocabulary. Teacher should
provide students with numerous opportunities for them to say and write using these words.
IMPORTANT NOTE: The first column of the Vocabulary Notebook (Word/Translation) is a
personal glossary for English learners. Students can use this on some high-stakes exams, such as the
CAHSEE. Students would simply need to cut along the line of the first column to have their personal
glossary.
Adapted from Sonja Munevar Gagnon, QTEL training
130
ELA Grade 8- Style
Vocabulary Review Jigsaw
Purpose: This task engages students in a fun, collaborative way in the review of content vocabulary
and terms. Students work in groups of four to combine the clues held by each member and try to guess
the 12 target words. It is important to recognize that this task is not used to teach vocabulary, but to
review vocabulary.
Required for use: To use the Vocabulary Review Jigsaw, the teacher selects key vocabulary
items or terms that the students have been introduced to within a unit of study or a text. The teacher
prepares five cards—four to be used in the jigsaw and the Answer Key. There are two ways to prepare
the jigsaw cards (Version 1 and Version 2). This allows for differentiation based on the level of most
students in the class.
In Version 1 (basic or below students), the clues for each word fall into four categories. Three of the
categories are very simple: (A) the first letter, (B) the number of syllables, and (C) the last letter. The
fourth category, (D), is a working definition of the term. The definition is not one from the dictionary;
rather, the teacher‘s definition uses knowledge stressed in class and can be written in the teacher‘s
own words. In Version II (proficient or above students), all the clues are meaningful. Clue A should be
the broadest, opening up many possibilities. Clue B, while narrowing the selection of an answer,
should still leave it quite open. Clue C should narrow the possibilities. And Clue D should limit the
possibilities to the target word.
Structure of the activity: Initially, the teacher models the Vocabulary Review Jigsaw. For this
process, students need to be in small groups of four. The teacher explains to students that they will
participate in a fun way to review vocabulary. It should be stressed to students that the activity is
collaborative and that all four clues (A, B, C, and D) must be heard before the group can guess the
vocabulary word. The teacher should prepare a short sample jigsaw as an example for the students.
Model the process with a key term students have learned in previous units and texts. For example, a
term such as ―hyperbole.‖ Prepare four index cards with the clues:
A: the first letter is ―h‖
B: There are four syllables.
C: The last letter is ―e.‖
D: The word means exaggerated statements or phrases not to be taken literally.
Four students will work together to model for the class, with each student reading only their assigned
clue.
Process outline:
1) Students sit in small groups of four.
2) Students number a piece of paper for the number of words to be used, down the left hand side
(or give them a prepared sheet of paper prepared with numbers).
3) The student with Card A selects the number he or she would like to read and all group
members then circle the number on their answer sheet.
4) Each student reads their clue for that number, in order, A, B, C, and D.
5) After all four clues have been read, the students try to guess the word or term.
6) Students write their answer in the appropriate line on their answer sheet.
7) After two terms, students rotate the cards to the right, so that all four students have a chance to
read all your clue cards.
8) When a group has completed the jigsaw, one member asks for the answer sheet, and the group
checks their answers, taking notes of any terms that require additional study.
131
ELA Grade 8- Style
Wordle: Teacher Rationale and Protocol
Purpose: This task is used to help students focus on how authors use repetition to emphasize and
develop ideas and create cohesion and coherence in texts. By creating a ―word cloud,‖ words that
appear more frequently in a text are highlighted, as these words appear larger and thicker in the visual
diagram of lexical choices in a text. Students are able to reflect on their impression, interpretation, or
understanding of these significant words.
Required for use: For this task to be effective, the selected text should use repetition of words to
emphasize ideas and create connections across the text. The teacher takes a selected text and places it
in to a word cloud program, such as Wordle (http://www.wordle.net/create). There are many ―word
cloud‖ programs available through the internet; some additional programs include Wordsift
(http://www.wordsift.com) and Tag Crowd (http://tagcrowd.com). When using any word cloud
program, teachers need to note if any words have been omitted in the final visual. Some programs
allow for certain words to be filtered or omitted by choice, and others will filter certain words (such as
pronouns or conjunctions) automatically.
Structure of the activity: The Wordle activity has two parts, one occurring in the Preparing the
Learner moment and the other in the Interacting with Texts moment. In the first part of the activity,
preparing the learner, students are invited to examine the Wordle, noting which words jump out at
them before reading the text. After choosing one or two words, students reflect in pairs on what
images or ideas come to mind when they think of that particular word. Students then share their
thoughts with others, noting similarities and differences in their choices and responses. Teachers may
choose to provide students with the language they want them to use in their discussion in the form of
formulaic chunks. In the second part of the activity, interacting with text, the teacher focuses
students‘ attention on one or two words key to an author‘s argument, asking students to examine
different ways the author uses the word(s) to develop central ideas.
Process outline:
1) Students work in dyads examining the Wordle.
2) Students are provided with focus questions, such as ―Which words jump out as you (pick two
or three)‖ and ―When you think of those words, what images and ideas come to mind?‖ to
guide their discussion.
3) Student A begins by responding to the first prompt, followed by Student B.
4) When discussing ideas and images, Student B begins, followed by Student A. Once dyads have
shared their ideas, students will share their ideas with the other dyads in their small group.
Once all students have shared, the teacher may invite several students to share their group‘s
ideas with the class, noting similarities and differences.
5) In the second part of the task, students examine the author‘s use of selected words to develop
central idea(s).
Adapted from Understanding Language ell.stanford.edu
132
ELA Grade 8- Style
Thinking Maps: Teacher Rationale and Protocol
Purpose: Thinking Maps are eight specific visual patterns. Visualizing our thinking allows us to
have a concrete image of our abstract thoughts. Visual representations enhance the brain's natural
ability to detect and construct meaningful patterns. Thinking Maps reduce anxiety by providing
familiar visual patterns for thinking and working with complex ideas and situations.
Required for use: Thinking Maps professional development is designed to increase teacher and
leadership effectiveness. A 3-5 year plan of action should be designed to address the specific yearly
goals within a school or district improvement plan.
Structure of the activity: Each visual is linked to a specific thought process. By connecting a
concrete visual design with a specific abstract thought process, students create mental visual patterns
for thinking. Thinking Maps are most effective when used to teach readiness standards or objectives.
Disciplinary literacy requires students to think critically, creatively and analytically in all content
areas. As students learn different concepts with increasing complexity, they can apply the same
patterns for cognition in all areas.
Students use visual patterns to work collaboratively for deeper comprehension at all content areas and
grade levels. They are empowered with the tools to analyze complex texts and think mathematically
for conceptual understanding and problem solving. In addition, students use Thinking Maps for the
production and distribution of a range of writing types and purposes
Process outline:
Each Thinking Map is designed to answer guiding questions that are related to a specific thought
process.
1) Circle Map – defining in context. Understand and use general (Tier 2) and domain-specific
(Tier 3) academic vocabulary.
2) Tree Map – classifying and grouping. Identify the main idea(s), key supporting ideas and
details in complex texts.
3) Bubble Map – describing with adjectives. Use relevant descriptive details and sensory
language in reading and writing.
4) Double Bubble Map –comparing and contrasting. Compare and contrast important points in
two texts or points of view; draw comparative inferences about two populations.
5) Flow Map – sequencing and ordering. Understand the steps and patterns in complex processes
in order to answer questions and solve problems.
6) Multi-Flow Map – analyzing causes and effects. Evaluate the argument and specific claims in
a text; determine the impact the author‘s purpose and point of view have on a text.
7) Brace Map – identifying part/whole relationships. Use common affixes to determine and
clarify the meaning of unfamiliar vocabulary terms.
8) Bridge Map – seeing analogies. ‖Choose two historical leaders and show their relationship to
important movements or conflicts. Remember to state your relating factor.‖
Adapted from thinkingmaps.com/thinking_maps_common_core.php
133